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Development of student autonomy and attention to diversity in geography and

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history class. Flexible classrooms rely on students exercising a certain degree

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of independence. If teachers want to maximize their time working with

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individuals and small groups, for example, they need the rest of the class to be

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self-sufficient. Strategy and active work forms. One, two, three, then me. This approach asks

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students to rely first on their own and their peers' understanding of a task. Students are given

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one minute to go over the directions silently, two minutes to discuss the directions with each other,

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and three minutes to plan their approach to the task.

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Only then can they ask for assistance.

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The teacher explains the work dynamics to the students and organizes the classroom.

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The students review the instructions in silence.

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The students discuss the instructions with the classmates.

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Let's work.

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The group of students is very heterogeneous.

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In this group, there are three students with autism spectrum disorder and two with attention

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deficit hyperactivity disorder.

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These students need a lot of attention.

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In our center, we have support teachers for these students, but it is necessary to look

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for strategies to integrate them in class.

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The main goal was for the students to be more autonomous, and it has been achieved.

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They didn't need a lot of help from teachers, just one or two questions each group, and

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the work has been successfully completed.

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We believe that the result of our project has been satisfactory.

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Students with difficulties were integrated perfectly into their corresponding groups

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and they preferred asking their doubts to their classmates rather than to the teachers,

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which is really important not only for the student's development, but also for the teacher

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who wants to maximize their working time.