The document describes the Included-Ed project, which aims to improve learning and coexistence in schools. It does this through cooperative learning methods like grouping students heterogeneously and having them work collaboratively in rotating activities. It involves families by having volunteers participate in the classroom biweekly. The teacher's role is to facilitate this peer-to-peer learning process and group work between students of different abilities and backgrounds. The goals are quality learning for all students and improving social ties and diversity acceptance.

1. IES PROFESOR JULIO PÉREZ
RIVAS-VACIAMADRID

2.  THE INCLUDED-ED PROJECT IS FRAMED
WITHIN A MORE GENERAL PROJECT
DENOMINED LEARNING COMMUNITIES AND
INCLUDING THE FOLLOWING PROGRAMS:
 INCLUD-ED
 INTERACTIVE GROUPS
 DIALOGIC LEARNING
 DIALOGUE SOCIAL GATHERING
 EDUCATIONAL PRACTICES OF SUCCESS

3.  It is a successful educational action aimed
at improving learning and coexistence
 Promotes peer learning
 Cooperative / collaborative work.
Students learn in work groups
 Entry of families / environment in the
classroom: volunteers Biweekly
periodicity

4.  The classroom is
organized in
heterogeneous groups
 Maximum 4 groups of
6 is ideal
 Heterogeneous in sex,
curricular level,
attitude, including
pupils with special
needs, different
nationalities and
ethnicities

5.  PRACTICES OF DIFFERENT THEMES WORKED
ACCORDING TO THE LEVEL IN DIFFERENT
SUBJECTS
 MATHEMATICS
 SPANISH LANGUAGE
 READING
 ENGLISH
 ART
 PSYCHOMOTRICITY
 SPORTS
 CLASSIC CULTURE

7.  4 different activities related to the subject
worked.
 They can be review or practice of what is
working.
 Each one should last approximately 15 minutes
 Every 15 minutes the students change activity.
changing places: rotation.
 In each job there must be a volunteer who
manages and energizes the group but does not
intervene in the contents of the subject.

9.  All students participate in the development of
the activity and must provide their opinion on
the result or response of the work.
 Consensus or agreement among the students of
the group.
 Distribution of tasks and sharing.
 Everyone notes or does their homework.
 Until everyone does not understand it, there is
no progress.
 If the activity does not end, nothing happens,
the important thing is the learning process.

11.  MANAGE THE CLASSROOM.
 Makes the groups.
 Prepare the tasks
 Inform volunteers
 Direct the practice:
 Organize the layout of the tables
 Mark the rotations
 Solve doubts
 Control the classroom
 Counsel volunteers
 Fixes tasks
 Evaluate

13.  MOTHERS / PARENTS / GRANDPARENTS OF THE
CENTER
 EX-STUDENT
 NON-TEACHING STAFF Their profile can be as
varied
 They do not have to know about the subject they
are going to work with students.
 We can inform them of what the activity and its
content will consist of
 We will give them instructions on the purpose of
the tasks to be worked Y
 THEIR WORK IS TO SUPERVISE THE OPERATION OF
THE GROUP

15.  ENHANCES PARTICIPATION
 CONTROL THAT ALL PARTICIPATE
 PLACE ORDER IN PARTICIPATION WITHIN THE
GROUP
 CONSULT WITH THE TEACHER IF THERE ARE
DOUBTS
 ASK FOR HELP IF ANY PROBLEM ARISES
 DO NOT GIVE THE REPUESTAS
 DO NOT RESOLVE THE TASK
 DO NOT SAY DIRECTLY IF IT IS OK OR EVIL

17.  GROUP OF TEACHERS WHO WANT TO START IT
 MAKE AN INCLUDED-ED CALENDAR
 Days and hours in which you are going to make
 SEND A LETTER TO THE SCHOOL'S FAMILIES
 Especially to the families of the class that is going to put it
into practice
 Short information about the program
 Invitation to a small performance talk
 THERE MUST BE A VOLUNTEER COORDINATOR
 VOLUNTEER DATABASE WITH AVAILABILITY
 Emails / whatsapp

21.  LEARNING IS OF GREATER QUALITY
 ADVANTAGES OF LEARNING BETWEEN EQUALS
 GOOD STUDENTS GET BENEFITS
 CONSOLIDATE KNOWLEDGE
 THE STUDENT WITH DIFFICULTIES LEARNS BETTER
 AT THE AFFECTIVE LEVEL, TIES OF RESPECT
ARE ESTABLISHED AMONG ALL THE STUDENTS
 Students with less acceptance are sometimes
able in some specific skill
 DIVERSITY NOT LIKE A PROBLEM
 IMPROVES COEXISTENCE
 IMPROVES ABSENTEEISM

23.  PARENTS UNDERSTAND THE FUNCTIONING OF
THE CLASSROOM
 THEY ARE PLACED IN THE PLACE OF THE
TEACHER
 THEY ARE PART OF THE SCHOOL AND THE
LEARNING PROCESS OF THEIR CHILDREN
 VOLUNTEERS BECOME AN IMPORTANT FIGURE
IN THE SCHOOL
 INCREASES THE INVOLVEMENT OF FAMILIES IN
OTHER ACTIVITIES