General methodology

 

The Common Influences Points Of Encounter Between European Cultures  Project number: 2014‐1‐ES01‐KA201‐003466  

 

 

Projects methodology and evaluation of transversal skills.

Foster assessment of transversal skills through the methodology of educational projects.

Obviously the challenge of this project is to combine the methodology of educational projects with an assessment of the activities undertaken for all areas, taking into account the skills and worked on the guidelines for the curriculum work Compulsory Secondary Education given by the educational authorities and published as educational laws.

We will go by parts though.

The discussion about what is or is not an educational project can be fascinating, but I think it is necessary from pragmatism and try to see how you can use this methodology in teaching secondary school.

When we speak of projects the majority of us are in agreement that can not be limited to one area we need it must  the intervention by as many areas as possible. However there are usually areas that are very difficult to enter this system.

My experience as a math teacher has shown me that the stressful becomes all teachers of all subjects are asking that you tell a particular topic as the need to move the contents of their area; and each requires a different theme and urgently. You can not satisfied everyone and therefore does not please anyone and then you will focus on your subject curriculum; which, and  yet hard you try to tie it to reality and make it more practical, but you  miss opportunities to make clearer and useful to students, the need to master mathematics.

Ideally will be that all teachers agree and asks when the same issue, so students could realize the usefulness of mathematics in all fields. But this is not what we will do if we worked for projects?

Another difficulty is to take us out of a rigid way the seriation in which appear the contents of our subject in official curricula, or rather in the textbooks approved by educational institutions. Is it normal to feel that a Department will not participate in a project for this particular topic has to give to the next level and not during this level course.

The real problem that we face is whether we present a Seriation and logic of knowledge given by a few specialists in teaching, or if the Seriation and sorting logic of knowledge must be based on the needs that students were taking the time to resolve the difficulties that raises his quest for knowledge. Our response to this dilemma leads us to the most appropriate methodological solution.

We can see therefore that this methodology depends on the needs of the students, but a project ceases to be a project if they are not the only students who decide on your learning process? In this process you also need that intervening teachers; sometimes giving tools, sometimes facilitating the pursuit of knowledge, sometimes asking questions or making revealing concerns, even we could agree that it also might propose topics, refine or limit its duration.

Although there is a current that says that students must be fully autonomous when it comes to designing a project, I think the easiest way to introduce this methodology in the secondary education is that the themes to work are proposed by the teaching staff; However, leaving freedom to the students so that, in the event that show interest in some aspect of the subject and the teacher will see suitable, have enough autonomy to deepen and to work in the direction that they determined.

Once you have considered these premises our work will focus on creating a series of tools to facilitate the decision-making process of the teaching staff in designing, carrying out and evaluating the projects.

 

 

 

Methodology of projects evaluation of the cross-disciplinary skills.

Encourage cross-disciplinary skills assessment through the methodology of educational projects.

 Valued Skills:

• Communicative

1. Linguistic and Audiovisual competence.
2. Cultural and artistic.

• Methodological

1. Information processing and digital.
2. Mathematics.
3. Learning to learn.

• Personal.

1. Autonomy and personal initiative.

• Living and inhabit the world

1. Interaction with the physical environment.
2. Social and civic.

Areas:

• Area of Science and Technology: Mathematics C. Natural Technology
• Area of Languages: Catalan, Spanish, Languages.
• Area of Social Science : Social Sciences, Tutoring, Education for Citizenship ...
• Area of Arts:   Physic Education , Music, Arts

Curriculum of Social Science Compulsory Secondary Education   Objectives:

The social sciences, geography and history of Obligatory secondary education aims to develop the following skills:

1. Identify, locate and analyze different spatial and temporal scales, the basic elements that characterize the natural, social and cultural development. Understand the territory as a result of interactions over time between groups and human resources, assess the economic, social and environmental policies and interpretations and the need to ensure sustainability.
2. 2. Recognize the main scenic drives in the world, Europe, Spain and Catalonia and evaluate them in their diversity, as a product of time and the relationship between physical and human elements.
3. Identify the processes and mechanisms that govern the relationship between the facts and phenomena of political, economic, social and cultural multicausality know the facts and their consequences and evaluate the role of men and women as individuals and groups subject processes.
4. Identify and locate in time and space processes and important events in the history of the world, with an emphasis on Europe, Spain and Catalonia. Reaching a global perspective on the evolution of humanity to facilitate the understanding of diversity and social and cultural diversity, and apply this knowledge to interpret the present understanding of the past and building the future.
5. Awareness of belonging to different social and cultural equality of rights and duties of individuals, recognize diversity as enriching coexistence, issue judgments and attitudes expressed respect for different values and opinions of their own, valuing them critically.
6. To value the cultural heritage and legacy as a human groups and manifestation of the richness and diversity. Understanding the basics of artistic expression in its context
7. Express and communicate the contents of the matter personally and creatively, selecting and interpreting information and data expressed by diverse languages (linguistic, numerical, graphical, multimedia and audiovisual) and reflecting on the learning process.
8. Using languages as a tool to build knowledge, communicate and share it with others, from the development of language skills specific to the subject (description, explanation, justification, interpretation and argumentation).
9. Using responsibly and creative ICT and other means of information and communication as tools to obtain and process information for solving various specific demands applying analytical instruments of the sources used.
10. Distinguish the traits of democratic societies and assess the achievements of democracy and validity of individual and collective human rights and freedoms. Assuming democratic values in school life and the environment, rejecting unfair and discriminatory situations.
11. Identify the causes of some conflicts throughout history and today, valuing the need to find solutions to problems dialogued. Assume the values of the culture of peace in the course of discussions and group tasks, adopting a responsible attitude, solidarity, dialogue and participation.
12. Participate cooperatively in the development, implementation and evaluation of relevant projects from the approach of questions and problems relating to the recovery of historical memory, conservation of natural and cultural heritage and the social environment.

 

 

 

Second grade

Contents

Common contents

• Reading and interpreting maps, and images of different features and media (conventional and digital).
• Search and analysis of statistical data and graphics contrast to conventional and digital media, to interpret demographic and social phenomena.
• Implementation of the historical notions of change, continuity and simultaneity in various historical phenomena.
• Use and contrast different primary and secondary documentary sources (materials, textual, iconographic, cartographic, digital, etc.) to contextualize the general concepts of the facts surrounding environment. Graphical representation of sequences.
• Valuation of role of women and men as subjects of history and the present. Practice empathy and historical establishment of relations between past and present.
• Recognition of the basic elements that characterize the artistic styles in medieval and modern, through direct and indirect observation and interpretation of significant works of the Catalan, Spanish and European in their cultural context. Assessment of the need to protect and promote the heritage.

The occupation of the territory, population and society.

• Analysis of the historical evolution of the population locally and worldwide: population, demographic dynamics and pace of urbanization throughout history. Identification of the sources for the study population (census, registers or records)
• Localization of the main concentrations and demographic gaps, identifying natural and human factors that explain the distribution of the population. Where major conurbations in Catalonia, Spain and the world.
• Application of the basic concepts of demography to understand current demographic dynamics (population growth, migration, life expectancy), analyzing and interpreting its causes and consequences.
• Identification of the structural elements of modern societies (age, sex, employment, mobility), characterizing some particular factors of social inequality and cultural diversity of European society, Spanish and Catalan and demonstrating respect for diversity and cultural richness.

 

Preindustrial societies.

• Identification of the basic features of society, economy and political powers in feudal Europe, focusing on items relating to legal inequality of social classes. Spatial and temporal Localization of the various political units that coexisted in the Iberian Peninsula during the Middle Ages and analysis of different social groups.
• Implementation of the historical notions of change and continuity in the interpretation of the origin and spread of Islam. Analysis of ways of life and the confluence of cultures (Christian, Muslim and Jewish) in the cities of the Iberian Peninsula.
• Identification of the basic features of the training process of the Catalan counties to consolidate the Crown of Aragon. Characterization of the main Catalan institutions, establishing relationships with some existing institutions.
• Analysis of economic and political changes in the Middle Ages, with special emphasis on the rise of urban life and commerce and conflicts in rural areas. Analysis of the role of the Church in medieval culture and mentality.
• Analysis of the evolution of social, political and economic Modern Age, reaching the Hispanic Empire within the European context. Comparing historical situations of modern times, such as the expansion of the known world by European or religious conflicts, among others, the events of today. Characterization of some European civilization
• Recognition of the basic elements of the historical evolution of Catalonia within the Spanish monarchy, analyzing the causes and consequences of certain political and social conflicts. Characterization of elements of change and continuity in the eighteenth century Catalonia

 

Connections with other subjects.

Mathematics

• Reading, interpretation and preparation of statistical tables and graphs, especially digitally. Identification and use of absolute and relative.
• Graphical representation of sequences.

Visual Education

• Assessment of the need to preserve and disseminate the cultural heritage of societies.

Language

• Production of oral texts, written and audiovisual using appropriate vocabulary.

Technology

• Analysis of the interaction between the environment, technology and society.

Physical education

• Teamwork skills and attitude of respect for diversity.

 

Evaluation criteria

• Locate areas of concentration (including major urban areas) and demographic vacuum in the world, Spain and Catalonia, even playing some of the natural and human factors that explain regional imbalances.
• Analyzing some of the demographic trends prevailing in the world today from the calculation and interpretation of basic demographic indicators (birth rate, mortality, net migration), distinguishing the causes and consequences of the phenomena, especially migratory movements.
• Analyze the characteristics of European society, Spanish and Catalan, characterizing elements of cultural diversity and social inequality, manifesting an attitude of rejection of inequality and social commitment towards equity.
• Describe some social, economic, political, cultural and artistic characterized feudalism in Catalonia, Spain and Europe and recognize the main features of its evolution until the emergence of the modern state.
• Placed in time and space the various political units and social groups that coexisted in the Iberian Peninsula, valuing cultural diversity and recognize current examples of survival of their cultural heritage.
• Recognize and appreciate some of the fundamental aspects of the institutionalization of political power in Catalonia, identifying the origins of some existing institutions in medieval times.
• Recognising the role of religion in shaping attitudes of societies of medieval and modern, putting some examples.
• Distinguish the main characteristics of the formation and evolution of the modern state in Europe and identify these characteristics in a monarchy and analyze political and social conflict affecting Catalonia.
• Analyse some historical factors of the modern era, particularly the causes and consequences of the expansion of the known world by Europeans, and relate them to events or situations today.
• To value the contributions of other civilizations
• Recognizing heritage of medieval and modern Catalonia from seeking information on various sources, including ICT, and direct and indirect observation of these elements, communicating and evaluating historical documents and artistic provide, through cooperative work.

 

 

 

The work that the students will be studying will be  the those historical eras

• Ancient Age (Greece Sicily, Iberics and Rome),
• Middle Ages (Early Middle Ages and Late Middle Ages)
• Modern Age.

In each of those Ages the work will be divided in five parts:

All these parts is presented to students in a portfolio of direct-to guide their work, they know what to do, and because they are aware of how they are working, they are finding information on what the sources are finding, which doubts were emerging, what improvements would do at work ...

This Portfolio-guide will be available to students at the beginning of every investigation and must be submitted along with the narration of every age when it is finished, so that teachers use it as a tool to control the work done.

The portfolio must be submitted individually but has worked in the group.

The main assessment tool will be assessment rubric attached herein and where the teacher through observable behavior and the work of students will be able scored the skills that students have achieved and, if necessary, put a numerical mark.

• Part Preview: Teachers focus topic explaining the most important historical features. This part will not be evaluated in the teachers assessment rubric but will be part of the portfolio-guide, so that students can take notes they deem appropriate and make their contributions.
• Part 1 Investigation: Teachers propose a number of topics related to the way of living, thinking, technology, science, law, society, etc of each period. Students choose a topic of research or propose a topic they want to investigate that, in any case, must be approved by the teachers. This investigation will be graded by the teachers assessment rubric.
• Part 2 Presentation:This investigation must be presented to other students in the class. Will be reflected in portfolio and will be graded by the teacher assessment rubric.
• Part 3: Choice of historical moments and characters:Students have to choice one historical moment and some historical characters and investigate about them. Also have to imagine some characters and situations that can currently fit historic and real facts in order to make a credible argument which reflects the knowledge they have acquired over the period.
• Part 4: Narration:Students have to reflect all they have learned in a narration.

 

 

Portfolio

 

Name :.................................................................        Group:.................

Introduction to the topic

I have listened to the teacher's explanations...........

The part I‘ve found most interesting was: ....................................

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I have asked the following questions to the teacher: ........................

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I would like to know more about:................................................

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My opinion of the work done until now is:......................................

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I suggest the following improvements:..........................................

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Part 1: Investigation.

The components of my group are:...............................................

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We have investigated about:.....................................................

We distributed the work as follows:............................................

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I searched information on the following web pages, books and encyclope-

dias:...............................................................................

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Summary of the information that I have found:...............................

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I validated the information as follows:.........................................

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The companions of my group have found the following information:..........

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We decided to present the information found as follows: ....................

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We clarified the following questions to colleagues:............................

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My opinion of the work done until now is:......................................

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I suggest the following improvements:..........................................

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Part 2: Presentation.

    Procedure used for the presentation

Support: .....................................................................................

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Who will do what?:...............................................................

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Possible questions to clarify:.....................................................

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Relevant information that other groups have given:

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Doubts that I had on my classmates’ exhibitions:.............................

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My opinion of the work done until now is:......................................

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I  suggest the following improvements:.........................................

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Part 3: Choice of historical moments and characters.

What information I will use of what colleagues have said in class:

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Relevant historical moment we have chosen:....................................

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Why?:..............................................................................

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Historical character we have chosen............................................

What he/she did?.................................................................

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How it appears in the story, what he/she will do in the narrative?..........

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Created character:...............................................................

As he / she will be related to the historic character and historic moment............................................................................

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Where the character will live? .................................................

How the character will live?.....................................................

Argument of the story:..........................................................

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My opinion of the work done until now is:......................................

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I propose the following improvements:..........................................

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Part 4: Narration.

Has the narrative introduction middle and outcome?..........................

Have we used a spellchecker?...................................................

Have we revise the orthography and meaning of sentences?..................

Have we placed successfully fullstops and commas?...........................

The narration has:......pages, are the pages numbered?......................

On the cover of the story there is the following information:................

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The font is:.......................................................................

Have we observed that there are no anachronism ?:..........................

We introduced the following information that we believe is relevant:........

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Have we used names and expressions of the period?...... Which / s?......

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My opinion of the work is:.......................................................

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I propose the following improvements:..............................

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Level of satisfaction with the work done:......................................

Level of satisfaction with the group:............................................

Wich grade woudl I give to my group?................

Why?...........................................................................................

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Wich grade woudl I give to myself?....................

Why?..................

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Autore: Alfred Mayench 
Ultima modifica fatta da: Rocco SPANO