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Transformación con TIC @veredas21

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Subido el 10 de julio de 2019 por Crif acacias

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Ponencia de Victoria Bircher Rourich y Rafael Roselló Vega en las IV Jornadas de Innovación Educativa iEDU19

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Thank you. 00:00:00

Thank you. 00:00:30

Thank you. 00:01:00

Thank you. 00:01:30

This is our school and it has been very difficult for us to get to where we are. 00:02:00

We have been working on this project for four years. 00:02:20

It is a project, although we are in a technological classroom, it is a project. 00:02:23

and as it seemed very difficult for us to summarize everything, what we have done is come with this communication 00:02:26

and if you feel like it, in the project gallery we bring four representative projects of the project so that you can also see them. 00:02:34

Our project is called Global Edad 21, it is a project selected by the Community of Madrid as an innovation project 00:02:41

and it is an evidently competitive project, evidently competitive because we already had the content, 00:02:49

I imagine it happens to you too, we have all worked on the contents, but we had the competencies here. 00:02:55

Thanks to our change in the teaching model, what we have noticed, what we have sought, we have managed to increase the level of competence of our students. 00:03:01

It is a project that involves the whole school, it involves parents, students and teachers, 100%. 00:03:10

And finally, what we were looking for was to open the door of the school, 00:03:16

that between the 21st century there would be a school, because children, society and we live in the 21st century 00:03:22

and we cannot continue teaching the same as 20 or 30 years ago. 00:03:28

What does our project have? Well, we always say that it is like a universe of planets and satellites. 00:03:32

Some planets that support everything, and then some satellites that complement it. 00:03:40

We are going to explain those pillars, which is what we are most interested in. 00:03:47

I would also like to tell you that, as Miguel and Ernesto have said, you are invited to visit the school. 00:03:51

For years we have held events in the alleys where we taught how we worked, 00:03:56

in the classrooms, at the methodological level, and you are very much invited. 00:04:02

These are the basic pillars with which we have been based and from there there is what Rafa said about those that complement, that if we have time we put everything together. 00:04:07

Our fundamental pillar has been the methodological change. We have been based on active methodologies. 00:04:19

All the school, all the areas, all the teachers are involved in a methodological change. 00:04:25

We work with all types of methodologies that contribute to a team work or a collaborative work. 00:04:31

We work with projects-based learning, daily life problems solving, 00:04:39

in the upper courses, in the fifth and sixth, with the topic of iPad, 00:04:44

we have not yet come to the topic of Fiat DATUM, 00:04:47

and above all, but that already with upper courses, 00:04:49

but everything related to team work and projects. 00:04:52

All this has allowed the student to be much more motivated, 00:04:55

everything that happens inside the classroom is part of what they want to do and everything feels more flexible inside the classroom. 00:04:57

It allows us to cover all kinds of situations of the students so that everyone feels involved and everyone has that need and that desire to work. 00:05:07

One of our projects, I think it's Esprilla's project, with which it all started, is to have a one-to-one in fifth and sixth. 00:05:17

One-to-one is a device, as they said, a device, a child. That means that it is the main tool of work of the student. 00:05:25

Being the main tool of work, what does this mean? Well, it is a very expensive project, very difficult to start. 00:05:34

It's been four years and we've seen the light. 00:05:40

It's already been shot, but as they say, it's hard to start. 00:05:43

What does working with a one-to-one mean? 00:05:48

For some, it's the opposite of a one-to-one. 00:05:51

A one-to-one allows you to work as a team. 00:05:56

We're continuously working as a team. 00:05:58

It allows and favors projects. 00:06:00

Without a doubt, it does. 00:06:03

It favors LASU, all its active methods, 00:06:05

because, in the end, everything is in vain. 00:06:08

And above all, it favors the fact that we have already reached another type of activities. 00:06:11

Children no longer only remember and understand, 00:06:16

but we call them cognitive skills of superior order, such as analyzing, creating, evaluating. 00:06:19

Because these children are what they will need in our judgment in the future. 00:06:24

We cannot continue teaching only by understanding and remembering. 00:06:28

Having a child's hypothermia is having the extension of his hand. 00:06:33

It is extremely motivating for them. 00:06:37

What does it mean that it is extremely motivating that we are all working as a team? 00:06:40

It means that we have quality, quality in the processes and in the final results. 00:06:44

It is not the same to work on a poetry project without technology, without an iPad device, 00:06:50

than to work with an iPad and the results, if we had time, we would repeat them. 00:06:56

As they said, it is essential to have a technological partner behind, 00:07:01

not only on the technical level, but also on a pedagogical level, 00:07:05

it helps, and that is very important. 00:07:09

And finally, in what is the one-to-one, 00:07:12

it is what has favoured, what has promoted, 00:07:15

the methodological change in the college. 00:07:18

It has started from the top, but it has spread to a whole network. 00:07:22

And all that time has led to, for example... 00:07:25

If you want to comment on the corners, 00:07:28

which are related to the one-to-one... 00:07:30

Sure, whatever you want. 00:07:32

Well, from the first to the fourth we have iPad windows. We started with the fourth, we went down to the third, the idea is that at the end of the project all the classrooms have iPad windows. 00:07:34

We have a space with six iPads per classroom in which they work as a collaborative team. What happens when a classroom needs more iPads? 00:07:44

Nothing happens, they all move to the same classroom and they can work in a one-to-one way. 00:07:52

But well, we try to make them work when they are smaller as a research tool, to create content. 00:07:56

As Rafa said, it's not the same, we'll talk about it later when we talk about textbooks, 00:08:02

but it's not the same to learn something in a book than once you've learned it, to give it a practical part, 00:08:06

to see that same situation in a part of real life and create content and develop something that you've done, 00:08:12

of your interests, of your desire and of what your effort with your colleagues has achieved. 00:08:17

We started from the first to the fourth, so we don't want it to be one to one, 00:08:22

we want them to work more as a group and use it as a tool, 00:08:26

and then we move on to what has already been said. 00:08:29

Another of our pillars is the MATERIAL SCHOOL. 00:08:32

This is not technological, they only have the iPads. 00:08:36

But the MATERIAL SCHOOL has been highly recommended. 00:08:40

MATERIAL SCHOOLS, SPECIALIZED SCHOOLS. 00:08:43

From first to third grade. 00:08:46

A LANGUAGE SCHOOL, A MATH SCHOOL, 00:08:48

A ENGLISH SCHOOL. 00:08:50

A LANGUAGE SCHOOL with SPECIFIC MATERIALS 00:08:52

and SPECIALIZED PROFESSORS. 00:08:55

Fantastic. The results that we are having are the same. 00:08:57

And we also make the teachers' time more profitable. 00:09:00

Because that's very important. If I specialize in language, 00:09:04

I have everything very clear. 00:09:07

I don't have to worry about mathematics, no. 00:09:10

We have specialized staff. 00:09:12

And also, those of you who are in lower courses, 00:09:14

you can think, what a mess of a corridor, right? 00:09:17

Because they have to change the children in class. 00:09:19

We have not opened doors between classrooms, 00:09:21

we have put doors between classrooms, 00:09:23

which is why no one goes out to the corridor or to anything, so it is very dynamic, a lot of 00:09:25

first to third-year manipulative material. You see in the project gallery a manipulative 00:09:31

project, a lot of manipulative material because we think that in the lower courses the children 00:09:36

have to manipulate. All this leads us to the fact that we do not have books. 00:09:41

Of course, we work in text books from first to sixth, in the area of language and science, 00:09:48

third and fourth year of this year. What has the work for projects allowed us? Well, 00:09:52

In addition to increasing motivation, we can also give practical learning. 00:09:56

We work on all the contents that we have to work on, we work on everything that the decree sends us, 00:10:00

but then it has a practical application. 00:10:04

That is, you don't study for studying, you don't learn for learning. 00:10:06

Everything that is done then has an application in a project, in an exhibition. 00:10:09

All projects end with a legal exhibition in which they have to form a presentation, 00:10:13

summarize all the information they have done, manage what each one is going to tell, 00:10:17

make a presentation and go out and tell. 00:10:21

What does this allow us? Motivated students, students who say, there is no roof, each one arrives where they can, 00:10:24

teams that have students who say, I want to do this and I arrive more, because it costs me a little more and I stay here. 00:10:28

It is much more flexible, it is much more individualized. It allows us that each student can create. 00:10:33

What happens? That the children come happy. The classrooms are open, you enter the alleys and constantly you find the child recording the corridors, 00:10:38

how I go to the classroom, or I go out to the yard because I'm doing an interview, there we are. 00:10:44

They are active children, they know that they can work in any part of the school, 00:10:48

that they are working on the content that you have to work on, but they know that they can do it, 00:10:53

then put their sand in the sand, that is, do the content that we are explaining. 00:10:57

In Lengua you are going to work on what you have to work on and the content that you have to do, but then you will know it. 00:11:01

What have we done later? In the second quarter we have joined teachers, families, experts, 00:11:06

they come in a project with a whole center. The whole school works on the same project, 00:11:10

that allows us to work at many different levels, 00:11:14

that is, we can share. 00:11:17

Experts come to give us talks, 00:11:18

we go first with those from second, 00:11:19

with those from fifth, with those from sixth, 00:11:20

we do interviews, we meet the little ones, 00:11:22

everyone works and we make some open doors 00:11:24

at the end of the second trimester 00:11:27

in which everyone who wants to go is shown, 00:11:28

all the work that has been done, 00:11:30

which has allowed everyone to be involved, 00:11:31

that everyone wants to work, 00:11:33

experts come to you, 00:11:34

they say, we are going to have space this year, 00:11:35

or the universe, 00:11:37

astronomers come to you, 00:11:38

physicists come to you, 00:11:39

parents say, I know how to do this, 00:11:40

the college is totally open. 00:11:41

If everyone is involved, everyone works in the same direction, 00:11:43

work without a textbook is wonderful. 00:11:46

Robotics brushstroke, there we are indeed starting, 00:11:49

we have started as a child, in three years, four and five years, 00:11:52

our work of organization and sequencing of ideas, 00:11:55

what we call computational thinking, 00:11:58

and what we seek is to continue advancing at the level of our competitors. 00:12:00

The idea is to go to primary school, but there we go, 00:12:05

there we go more little by little, and international projects. 00:12:08

Students from fifth and sixth grade participate in Global Scholar, which is a service-learning project where a global problem is sought 00:12:12

and all the schools that are involved in this project have to look for solutions to this problem. 00:12:20

These solutions will always come from their culture, from their possibilities, they hold conferences with all the other schools, 00:12:25

telling what they are doing, they write in forums, they write questions, answers and then they show a final project, 00:12:32

the final result, which is how the school in Spain, located where the site is, will 00:12:37

give an answer to that problem. In this case, it has been water, three minutes already, 00:12:42

now it's good. And the water, and the school water ignored the 3D printing, because we saw 00:12:46

that schools in other countries gave solutions through 3D printing. We have assumed it, 00:12:52

and we have also created the problem bank, which is to give solutions to local problems 00:12:57

in the classroom. Three-year-old children needed a fruit medal, they put it 00:13:02

through a Google questionnaire, they say the needs of the teacher, the children of fifth grade are the ones who idealize, 00:13:06

now fifth, now sixth, fifth and sixth grade, they think they can do, what design they make of the medal, 00:13:16

when they make a medal design in a program called TinkerCAD, you have a gallery of projects that needs this project, 00:13:21

and once they have the design through this program, they show it to the children and teachers, 00:13:28

and the one that they like, the one that is more viable, we take it out in 13. 00:13:33

We have solved a problem, okay? 00:13:36

Everything makes sense. 00:13:38

We have other small projects that we are working on. 00:13:39

Yes, but let's go quickly. 00:13:41

Look, above all, continuous training of teachers. 00:13:42

What they have told us, it is essential to have an external support that we train. 00:13:44

Then we tell each other the experiences between us. 00:13:48

One day a week we stay and we tell each other about the project, 00:13:51

what we have done, what we have failed, how to improve it. 00:13:53

And each one is perfecting in this way. 00:13:55

We learn from the mistakes and we are improving each time our educational system. 00:13:57

and they can put into practice those who are more efficient and say that they have already done this and they are going to do it. 00:14:01

How do we complement this? Well, with training for adults and children, 00:14:06

emotional intelligence, which you can see outside the workshop, 00:14:11

Aula TEA, which meets all students with these needs, 00:14:13

and also allows to participate not only students with needs, but also includes students of the Aula. 00:14:19

It allows students of the Aula to participate within the Aula TEA, 00:14:25

just as the student of the Aula TEA participates in the Aula Ordinaria. 00:14:28

So it is a project of total inclusion. 00:14:31

I think that the secret is to give facilities for everyone from the beginning, facilities to help at the logistical level, at the pedagogical level, at the level of what you need, and if you have an initiative, I don't know if you are here in the management team, if you have an initiative and it enters the project, go ahead, support it. 00:14:33

and they always have all our support and it has allowed us, at the moment, to have a magnificent 00:14:57

explanation of the clause. 00:15:01

The whole project has to have a justification. 00:15:03

The SAMR model of learning improvement, of how the TICs transform the teaching model, 00:15:05

and BLUM, because it is united with learning improvement, with BLUM, with, as I said before, 00:15:11

cognitive abilities of the higher level, to analyze, create, evaluate. 00:15:17

And to finish, I want to tell you that it is a very difficult project, but it seems magical to us to have achieved in four years that all this is taking place. 00:15:21

All projects are connected. Do you know how difficult it is in the public school? 00:15:32

And at the moment we are there, one to one, we do not give up on anything in the world. 00:15:36

We have finally managed to get students to buy the device, something that has cost us a lot for legal issues. 00:15:40

I would like to tell you that this project has to do with a philosophy in our center, which is to share. 00:15:47

We share everything we can with people who want to listen to us. 00:15:54

We have told them that we have done events, that they have come to visit us in schools, 00:15:58

that they have launched their iPad plan, for example, and that we are at your disposal. 00:16:01

In October we are going to do an event in Arreguedas, so that if you feel like receiving information, 00:16:07

and the joy of projects is to sign up for your email and we will send you the information when the project comes out. 00:16:13

It is a project to share and to train people in the future. 00:16:21

And nothing else, that's it. 00:16:25

Thank you. 00:16:27

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