CONTEXT:
We want to
create a center prepared for the new model of education established in the 21st
century which implies a transformation in the methodologies and training of
teachers in relation to the new proposals of materials for the classroom,
therefore, we will combat violence in our society. Violence is present in our
society and we want to bet on the struggle that eradicates it or at least fight
against it. It is necessary to raise awareness among students through the use
of games and other kinds of activities such as group dynamics to sensitize
students while being trained in values. The superior courses will be in charge
of giving support or explanation to the children to help them with their own
experience. We will encourage non-violence and tolerance of differences, since
we are all different and in our own way, but we are in the same school. The
topics of violence will be discussed in daily assemblies with teachers and each
end of the quarter will be held covenants involving the whole school in which
the higher courses will be mixed with the inferior and help and support the
dynamics.
"Ten
percent of fifth and sixth grade students suffer psychological abuse"
(Gutiérrez J. M.). In these generations, bullying can begin with isolation,
insults or intimidating messages through the new technologies that surround
children today. In order to prevent such events and prevent them from passing
through physical abuse in our educational center we will encourage the
inclusion of the use of applications that can improve the coexistence of the educational
community. We will use the Bullying Semaphore application (created by Fundación
en Movimiento) with the aim of conducting a questionnaire to find out if a
child is being bullied and to remedy this situation. From our education center
we want to avoid that in the higher courses they begin to give this type of
violent actions and to prevent them from earlier ages for that reason our
center has as main objective the creation of a community in which the parents,
Teachers and students are equally involved in school life. This, together with
the promotion of self-esteem and teamwork by students and teachers, would
reduce it considerably. As another measure to take, we will form at the
beginning of the course, a group of student assistants to observe and control
potential conflicts and inform teachers to treat them among the students
themselves.
The
dynamics that we will use for the work of emotions and values, will bring
together students from different courses to help each other in reading and
understanding using for example the collection of stories "I am value / I
am emotion" by the author Begoña Ibarrola, a psychologist and expert in
Multiple intelligences and emotions. In the case of the smaller ones, the
material that we will use is called Emotiblocks that will help them to treat
and to know their first emotions through manipulation and observation. They
will carry out these activities in the corresponding assemblies with their
teachers.
LEARNING
MODELS:
We are
committed to an inclusive model in which we will form an educational community
with our motto "Somos Unión". All its members (students, teachers,
parents and non-teaching educators share, integrate and enrich from the
complementarity ofthe same education project). Participation will guide the
achievement of educational objectives. The contribution of each member promotes
personal growth and common enrichment. We want to avoid that our learning is
based on content out of context so our children will acquire the necessary
skills that will help them for their day-to-day and future. Knowledge is about
actively engaging in the world so our
children are agents of change. We will promote teamwork with the aim of
creating our own community so that they learn to coexist with the members of
the community as they live in society. Wenger L., 1991) "Learning is one aspect of changes in
participation in different communities of practice wherever people engage for
periods of time doing things in which their ongoing activities are
interdependent, learning is part of their changing involvement in practices
Changing ") Communities of practice are everywhere: families, companies
... that is why our students will create their first community of practice in
which they will collaborate in such a way that they feel part of it (Wenger E.,
2014) Returning to our inclusive education, we will work for projects in
cooperative groups in each subject in which each student will have strengths
and weaknesses to contribute to the team, in this way we achieve a great complementation.
The tutors will decide role each child
should manage and throughout the courses they will discover autonomously, which
is the role with which he feels more identified and is more closely linked to
his personality.
Work well
in small groups, improve peer relationships, and integration in the classroom. The members of the group
will rotate to help and get to know each other. Regarding the evaluation method
implemented for these projects, it will be a self-assessment, a co-evaluation
and an evaluation by the teacher. We trust that the teaching method must vary,
so we are committed to the motto of "learning by doing" that we will
see reflected by activities such as outdoor classes on the mountain or field
closest to the school. In a natural space our mind becomes more creative and
thanks to nature, we learn to discern between the superfluous and the
necessary. The nature and environment, power our intuition and space capacity,
since looking for visual points of reference, we will know more. Finally, to
emphasize that nature educates us in patience and effort as we will use the
books "Monterapia" and "Slow Mountain" (Garbizu, Mountain
of life, 2017). We also support solidarity and therefore we propose projects
such as the ecological orchard. It final objective will be to donate crops to
associations that need it. There are three fundamental pillars in which we will
focus to carry out the project and they are the sensitization, donation and
diffusion. We will closely follow Gardner's theory of multiple intelligences in
our school. The theory reformulates the concept of intellectual capacity since
this is multiple and not only exist the mathematical or linguistic ability
measured in the intelligence tests. There is also physical, emotional,
interpersonal, visual-spatial, naturalistic or musical ability. These skills
are also part of the intelligence. According to Gardner, all people possess
them to a greater or lesser degree. Recognizing these intelligences and working
on them serves to give more opportunities to the students and thus develop
their talent and to grow in an integral
way. Our center wants to eradicate the classic vision of intelligence in
talented people in areas of logic and language, and to emphasize the new
intelligences that allow students to become global people capable of facing new
challenges and proposing alternatives. It is an active pedagogy with great
student participation and the improvement plans for each student also help it
(Gutiérrez M., 2013).
In relation
to multiple intelligences, we will develop a method of teaching that is based
on surprise. Avoiding routine is so
important. The surprise causes an
improvement in learning that improves the ability to remember. The memory can
be worked mainly by breaking the routine or even by music, as it helps us to
wake up and activate multiple regions of the brain (Ballarini, 2017)
METHODOLOGY
AND PROJECTS:
Our
inclusive school will use cooperative learning in the classroom as a main
methodology with the aim of students learning how to work together among all of
them. For getting this, we will use a layout of the classroom so that the
tables will be joined four by four in the form of a square for a better
communication among the four members that will form the groups. Students should
observed at all times the teacher from
their tables. The groups will be chosen by the teacher in a heterogeneous way
and this will be who chooses the roles of students. In higher courses, students
will be able to identify which role is most appropriate for their group skills
and effectiveness. Each subject will work with projects, which will be
evaluated from three perspectives: that of the teacher, that of the students
towards the other groups (co-evaluation) and that of the student
(self-assessment) that will encourage critical reflection about their work.
This way the teacher is not the only one who teaches, we all learn from
everyone. In addition to the projects, there will be written tests to evaluate
the knowledge of the content individually. We believe each student is different
and each of them will have a different way of learning using a constructivist
model in which the teacher will be responsible for delivering the necessary
tools to the student and will be the same actively to build their own procedures
to solve Problems or find solutions. Through the laboratories they will obtain
new information and will be able to investigate and discover for themselves in
subjects such as Technology or Natural
Sciences ... They will be able to interact with the environment thanks to the
projects that we will explain that are in the educational offer of the centre.
We want to
establish a series of projects in which cooperation will be very present, and
for which an active participation by all members of the community will be
essential. As Piaget said "When you teach a child something, you take away
forever the opportunity to discover it for their self." piaget
In our
school we will promote creative writing and theatre that are in harmony with
musical creation, audio-visual or kitchen and orchard projects.
In the
first place, we have made the proposal and creation of an ecological orchard in
which the students will participate once a week. It will be three spaces with
different crops that will rotate of responsible group as the quarters change.
The groups will be pre-school, odd courses (first, third and fifth of primary)
and pairs courses (second, fourth and
sixth of primary). The operation is about cultivating vegetables that we will
later donate to associations. That needs to raise awareness of the importance
of solidarity. In the daily assembly time, one day a week will be dedicated to
the garden; Mondays for pre-school, Wednesdays for the pairs and
Fridays for the odds.
Secondly,
we propose the option of cooking in which we will use the products that can be
provided by the orchard and which will not be donated. This second project,
called "Science Chunks", students will learn aspects of cooking in
our dining kitchen facilities. While half of the cooking class, others will
investigate the historical and geographical origin of food used (Social
Science) or nutritional properties (Natural Science) adapted to the level of
each class. When finished the students themselves will be in charge of
collecting and cleaning all the utensils used during the kitchen. The cooked
food will be used for special festivities at the school (Trimester End )This
project will be directed to fifth and sixth grade of primary.
Thirdly, we
give great importance to the art and the integral development of all the
students' capacities so that we will work with the raw material: their
emotions. We believe that art is the means par excellence for an individual to
be able to construct their opinions to achieve a critical spirit.
Fourthly,
in order to foster a direct relationship between students of different ages, we
have included the project of "reading sponsors" that will consist of
the formation of pairs of a student of a high school course with students from
lower courses, that is, among others. The division of courses will be like third
and fourth superiors who will be in charge of helping five years, first and
second of primary. The assembly will be very important so we will make 25
minutes of daily teacher-student assembly except the days in which this
activity is performed in the indicated courses.
Fifth and
lastly, we will have an extensive bilingual project to promote knowledge of a
second language, which will be English. She will be taught in subjects such as
Natural Science, Social Science, English, Arts and Crafts. We will count with
the help of native assistants to help students with their pronunciation or
knowledge of the English-speaking culture.
VALUES AND
CRITERIA OF OUR EDUCATIONAL PROJECT:
It is
imperative that children discover questions for themselves that help them reflect
and understand who they are and what their goals are. We want them to learn to
answer questions such as: What footprint do I want to leave? What do I want to
dedicate my talent to? Or what does the world expect of me?
Our main
value is that each of our students, be educated in happiness and all our
methodologies and dynamics, revolve around the students who will have voice and
vote in the decisions that must be taken.
We will
attach great importance to the tolerance and respect that are found in direct
relation to our inclusive centre. Tolerance will work through group dynamics
that will favor the acceptance and integration of all children.
TYPES OF LEADERSHIP AND
DECISION-MAKING PROCESS:
Good leadership helps us and
facilitates the prevailing culture in our centre, which we seek from the first
moment. We must be participants in a type of leadership where we can find some
awareness about the reality and the needs that the school will need (González
& Quesada) We are looking for a leadership that is democratic in such a way
to promote collaboration and importance Of sharing decision-making. We are not looking for a model in which
teachers are clearly superior to students. At the same time as democracy we
want to try to implement a style of leadership based on "laissez
faire" that will consist in giving the students enough confidence to have
their own initiative without having to be the teacher directing them in the
case of some Group work.
Regarding the decision making,
we seek that students are fully involved in their learning and teaching so
through the almost daily assemblies they will have and through the possibility
of tutoring with teachers we want them to be able to make certain decisions
that really influence them in the first instance. We seek that our students
feel part of the community to which they will belong and can contribute with their opinions and proposals for
improvement that will cause an evolution in the system and will encourage
greater participation.
FAMILY PARTICIPATION:
Our centre is committed to the
creation of a community not only made up of teachers and students, parents will
play a fundamental role. We believe that active participation of our students’ parents in the school
increases the improvement of the students' performance and we see that it is
necessary for the family to be informed and involved in the school as a
fundamental part of the life of their children. The tutors will meet with the
parents quarterly and individually to inform the students' process, as well as
being in contact with the digital platform. Parents as teachers will have
access to this platform to communicate with each other and learn about
activities, contents, notes etc. In this way we want parents to know at all
times the projects we carry out in the centre and are given the opportunity to
help in all of them and to participate in other projects specially designed for
collaboration with their children inside the school: Workshops of reading,
dramatization or handworks. In short, we want to promote the co-responsibility
of the education of children shared between the role of teachers and families,
to help and advice and above all to bring innovations by both parties to the
educational program.
ICT:
We have designed a centre that
is prepared to train our students for today's society. Our school will have digital
whiteboards in the classrooms for the use of programs and multimedia supports
of the contents of the curriculum. Our school will have tablets for students to
use when required. In this way we approach to their way of knowing the world of
technologies and increases their motivation. The curricular content will be work
with different applications that will involve the enrichment in digital
literacy as well as learning the content of the subjects. In addition to using
technologies with students, the way we will use for communication with parents
day by day will be through digital platforms.
The building of our school
will have a rather unusual shape. The main building has the shape of the letter
U of "Union". The letter U refers to our motto "We are
union" in relation to the learning community that we want to train among
teachers, students and parents. This building will have three floors in the
first are located direction and head of studies, bathrooms for teachers, teachers’
meeting room, nursing, library, dining room and respective kitchen,
psychomotricity room for pre-school students and students' bathrooms. In the
upper floor are the even courses (second, fourth and sixth) in one tower that
form the building and in the other the odd courses (first, third and fifth).
There will be corridors connecting the two towers. On the top floor are placed
the labs and the auditorium.
The pre-school area is made up
of buildings. Each one of them is for an age (3 years, 4 years and 5 years) we
have used the thematic of the three little pigs’ houses (straw, wood and brick
respectively) as a symbol of growth and learning of the child until they start
the primary education. Behind the pre-school houses is its playground.
At the front we can find the
ecological garden and at the back basketball and soccer courts along with the
sports-centre and the playground of the primary students.
