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TEACHER TRAINING PROGRAM CEP Bollullos-Valverde Huelva - Spain

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Page 1: Teacher Training Progankara

TEACHER TRAINING PROGRAM

CEP Bollullos-Valverde

Huelva - Spain

Page 2: Teacher Training Progankara

OCTOBER: Initial Questionnaire

Needs diagnosis

Page 3: Teacher Training Progankara

NOVEMBER

• Call for course: “Historical Recreation as a pedagogical

project: The age of discoveries”

• Cancelled due to lack of participants

Page 4: Teacher Training Progankara

• Two schools asking for training on new methodologies based on cooperation, constructivism, innovation, research…

• January: Call for a new course:

Seminar on Project work methodology

Page 5: Teacher Training Progankara

Seminar on Project Work Methodology

Participants

CEIP San Walabonso8 teachers (Primary

and Foundation stage)

IES Mazagón12 teachers (Secondary)

CEP Bollullos-Valverde 6 teachers trainers

Conducted by proffessor Francisco Pozuelos, from Huelva University. First sessions: 29th, 31st January and 5th, 7th February (Niebla).

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“Teachers from another school were invited to show and share with us their

experience on Projects ”

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February: Schools choose topics for their projects

• CEIP San Walabonso chooses “Historical Recreation”

Separate sessions start in both schools

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CEIP SAN WALABONSO

Timing Type Participants Activity

February Meeting StaffChoosing the periods depending on cycles.

First draft

March 3rd Meeting

Management team, teacher

trainers, specialist on

history, Francisco Pozuelos

Determining period / topic, dyachronic /

synchronic approach, starting ellaborating

interelated facets among cycles.

March 10 MeetingSchool staff (each cycle)

Starting defining concrete topics and

question nets, activities…

Page 10: Teacher Training Progankara

Timing Type Participants Activity

March Meeting

School staff, teacher trainers,

Francisco Pozuelos

Revising question nets…

April Working outSchool staff (and CEP)

•Workshops with teachers and pupils to prepare work.•Class work (research…)

End of Abril Working outSchool

community

Cultural week: some results of project work are shown to the school community in the castle yard.

MaySchool staff (and CEP)

Evaluation

Page 11: Teacher Training Progankara

PROYECT WORK IN THE CLASSROOM

Why develop curricula through projects?

Antecedents

Differences with other models

CharacteristicsOn 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

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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

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Cooperative approach

Critical perspective

Communitary orientation

Learning through investigationIntegrated curriculum

Constructivism

Basic theoretical referents

Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada

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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

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Determining formative evaluation: “work

folders”

Negotiating themes, taking diversity into consideration

Question nets

Working with plural information:

textual, digital, contextual

Distributing time, organizing the

sequenceDoing 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

Page 16: Teacher Training Progankara

Different phases for reflexive ellaboration of a school project

Theme selection

Content analysis

Didactic analysis

Didactic proposal

Evaluation

Translated from PROJECT WORK IN THECLASSROOM: description, research and experience, Francisco J. Pozuelos Estrada

Page 17: Teacher Training Progankara

OTHER PROJECTS:

“The History of Jazz”Music school, Bollullos del Condado

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