Monitoring of Impact on Teachers

Each of the methodologies learned in the project have been the subject of a training course for all the Faculty of Teachers, so that all are prepared and have begun to carry out activities and didactic units following these methodologies.

This training has been completed with three workshops in which the classmates showed the other teachers some of the activities carried out during the course in order to share experiences, learn together, and inspire one another.

The impact on teachers has been measured through surveys and forms in which teachers were asked about the use, frequency, and satisfaction obtained in the application of new methodologies.

Three questionnaires have been made.
One in which Cooperative Learning was tracked, another in which Multiple Intelligences and the use of evaluation tools such as rubrics or portfolios were monitored, and a last questionnaire asking about the use Of Web 2.0 tools in the classroom.
The first one was held in June 2016, the next in April 2017 and the third in July 2017.

The results show that, in July 2017 (end of the second year of project):

95% of teachers use the Cooperative Learning in class,

85% use Multiple Intelligence palettes,

66% use Web 2.0 tools in class,

45% use evaluation tools such as portfolios or rubrics.

Some results and activities carried on with these methodologies can be found here (Primary school) or here (secondary school).

The evolution of the work of these 2 years is being very good, since we started with the following data:

15% used co-op,

0% used multi-palettes,

5% used web 2.0 tools in the classroom,

5% used rubrics or portfolios.

We leave the questions and answers of the teachers in the three questionnaires:

First questionnaire. June 2016

Cooperative Learning

Captura de pantalla 2017-07-20 a las 19.58.40Captura de pantalla 2017-07-20 a las 19.58.56

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Second questionnaire. April 2017

Multiple Intelligences and evaluation tools (rubrics and portfolios).

 

MULTIPLE INTELLIGENCES AND EVALUATION TOOLS QUESTIONNAIRE:

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  1. Degree of personal satisfaction with work in Multiple Intelligences:
    1. I’m not happy with the work I’ve done: 4
    2.  I am dissatisfied with my work: 12
    3.  I am satisfied with my work and with the effort I make: 21
    4.  I am very satisfied with my work. I like what I’ve done: 5

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2. Multiple Intelligences:

  1. I do not include Multiple Intelligences in my schedules: 8
  2.  I include some activities in my Didactic Units: 19
  3. The Theory of Intelligences is included in my way of preparing my didactic units but not in a global way: 12
  4. The theory of intelligences is included in my way of programming my didactic units: 3on my work: 12

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3. Palletes:

  1. I do not use this technique: 6
  2. I use it without much structure: 11
  3. I use it although I can improve its structure: 18
  4. I rigorously carry out the structure: 7

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4. Realization of intelligence palettes by quarter:

  1. I have not done at least one palette per subject and quarter: 18
  2. I have made at least one quarterly paddle in one of my subjects: 19
  3. I have made at least one palette per subject and quarter: 4
  4. I have done more than one palette per subject and quarter: 1

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5. Planning the Multiple Intelligence palette:

  1. I do not plan: 5
  2. My planning is not strict, most things are missing: 9
  3. I do planning but I lack some of the aspects: 16
  4. I make a careful planning, taking into account the following aspects: having an activity by intelligence, number of groups, components, criteria and evaluation instruments, time of preparation of the final product and public presentation of it: 12

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6. Use of rubrics in Multiple Intelligences:

  1. I do not use rubrics in multiple intelligence assessment: 15
  2. I used a rubric in the evaluation of multiple intelligences: 12
  3. I have used at least two rubrics in the evaluation of multiple intelligences: 7
  4. I have used rubric in some aspects of the development of the palette (for example: attitude of the students in the group, active participation, creativity, coordination, final product, presentation of the final product …): 8

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7. Use of the portfolio:

  1. I do not use portfolio in the evaluation of my students: 21
  2. I rarely use a portfolio in the evaluation of my students: 11
  3. Sometimes I use portfolio in the evaluation of my students: 6
  4. I usually use portfolio in the evaluation of my students: 4

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9. Motivation to the work of the students with the activities:

  1. The students are less motivated than without these methodologies: 3
  2. Students are equally motivated: 13
  3. Students are more motivated: 19
  4. The students are much more motivated with these methodologies: 7

 

Third questionnaire. July 2017

 Web 2.0 Tools

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Have you used Web 2.0 tools during the course?

Yes: 14

No : 7

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How often?

1 or 2 times during the course: 7

1 or 2 times each 3 months: 3

1 or 3 times each month: 7

Al least once a week: 4

 

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What kind of tool do you find most useful?

Portfolio and classroom management tools: 5

Tools to work Informal Cooperative Learning: 5

Tools to work Formal Cooperative Learning: 3

Tools to create presentations: 8

 

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Which do you think is the main advantage of using Web 2.0 Tools?

A. Motivates students: 10

B. Encourages meaningful learning: 2

C. Power creativity: 0

D. Ability to manage information: 9

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How do you evaluate the work done by students with Web 2.0 tools?

A. I don´t evaluate it: 6

B. I evaluate effort and interest: 3

C. I evaluate the final result with a mark: 3

D. I use rubrics and/or portfolio to evaluate the process and the result: 9

Anuncios

Results and Impact on Students

The activities, workshops and the ECO project that have been developed during the two years of the project have had a positive impact on the students of the partner centers, thus significantly helping to achieve the proposed objectives and the expected results in the students .

In particular, we recall that the expected results in the students were as follows:

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We show here the result of what the students consider to have learned in the activities:

1. ECO Project

2. Workshops (Inside World, Web 2.0, ECO, Multiple Intelligences …)

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3. DGBL virtual workshop

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We can say that, after reading the students Assessment, without doubt, the majority of the expected results in the students have been achieved.

Impact on Students

The activities, workshops and the ECO project that have been developed during the two years of the project have had a positive impact on the students of the partner centers, thus significantly helping to achieve the proposed objectives and the expected results in the students .

In particular, we recall that the expected results in the students were as follows:

Captura de pantalla 2017-06-13 a las 8.45.37.png

We show here the result of what the students consider to have learned in the activities:
1. ECO Project
2. Workshops (Inside World, Web 2.0, ECO, Multiple Intelligences …)
3. DGBL virtual workshop

We can say that, after reading the students Assessment, without doubt, the majority of the expected results in the students have been achieved.

Impact on High School

Methodolody: Multiple Intelligences.

Subject: Social Science.

Stage: 9th Grade (3º ESO)

Carried out by José Antonio Rosa Lemus.

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Enlace al prezi

Methodolody: Web 2.0.

Subject: Philosophy.

Stage: 11th Grade (1º Bachillerato)

Carried out by Lourdes Cardenal Mogollón.

 

Methodolody: Web 2.0 (Creation of infographics) and Cooperative Learning.

Subject: Social Science.

Stage: 9th Grade (3º ESO)

Carried out by José Antonio Rosa Lemus.

 

Methodolody: Web 2.0.

Subject: Philosophy.

Stage: 12th Grade (2º Bachillerato)

Carried out by Lourdes Cardenal Mogollón.

 

Methodolody: Autoevaluation with portfolios. Cooperative Learning Assessment.

Subject: Social Science.

Stage: 9th Grade (3º ESO)

Carried out by José Antonio Rosa Lemus.

 

Primary School

 

Methodology: Cooperative Learning.

Subject: Spanish Language.

Stage: First Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodology: Cooperative Learning.

Subject: Science.

Stage: First Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodology: Digital Game Based Learning.

Subjects: Science, Maths and Spanish Language.

Stage: Second Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodology: Multiple Intelligences and Cooperative Learning.

Subject: Maths.

Stage: Second Course of Primary Education.

Carried out by Javier González.

 

Methodology: Digital Game Based Learning, Multiple Intelligences and Cooperative Learning.

Subject: Spanish Language.

Stage: Second Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodology: Digital Game Based Learning and Cooperative Learning.

Subject: Spanish Language.

Stage: Second Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

 

Methodology: Project through Cooperative Learning.

Subjects: Spanish Language, Maths, Science, Physical Education and Arts.

Stage: Second Course of Primary Education.

Carried out by Javier Alonso.

 

Methodology: Cooperative Learning and Evaluation through Rubrics.

Subjects: Spanish Language, Maths and Science.

Stage: Fourth Course of Primary Education.

Carried out by Mary Buendía.

 

Methodology: Cooperative Learning and Evaluation through Rubrics.

Subject: Science.

Stage: Third Course of Primary Education.

Carried out by Mary Buendía.

 

Methodology: Innovation through TICS. Genially

First Parent Meeting.

Stage: First Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

https://www.genial.ly/57e7b71a94fe0614549e0723/reunion-de-padres-y-madres-2-prim

 

Methodology: Innovation through TICS. Genially

First Parent Meeting.

Stage: Fifth Course of Primary Education.

Carried out by Luis Maya Jaramillo.

https://www.genial.ly/57e8284789ef501e4c5cdac5/primera-reunion-de-padres-1617

Methodology: Innovation in TICS. Genially and Canva

Banners made by students for Junior Emprende (Extremadura, Spain).

Stage: Fifth Course of Primary Education.

Carried out by Luis Maya Jaramillo and students.

Educación vial

Methodology: Innovation in TICS. Paddlet

Brainstorming.

Stage: Fifth Course of Primary Education.

Carried out by Luis Maya Jaramillo and students.

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Activities and Didactic Units developed with New methodologies Catalog

Once the partners of the centers received and spread among the cloister their new knowledge about new active methodologies acquired thanks to their project partners, the first activities began with students based on Multiple Intelligences, Games Based Learning, Gamification, Web 2.0 Tools…

We leave here a repository of some of the didactic units developed through these methodologies, as well as the designed activities, so that any teacher can bring to his classroom the same or similar activities.

Primary school Units and Activities

Secondary School Units and Activities

Evaluation Resources Set

Nowadays we pay close attention to the new methodologies that we implement in the classroom but we can not forget that it is also fundamental the evaluation of both the processes and the results obtained by our students thanks to these new ways of learning.

For this reason, framed in our Erasmus + project “In search of a unified theory of the New Methodologies of the 21st Century”, we have developed a research on the best ways to evaluate these active methodologies. We want to share with all the teachers who are adding to the educational change our findings and everything they have learned during these two years of evaluation.

We share here the Spark site where we have collected some interesting resources about Rubrics, Portfolios, and Evaluation Target.

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Go to the Evaluation Resources Set!!

 

El pase de diapositivas requiere JavaScript.

Connected and Safe Journey (Junta Extremadura)

Another recognition of the work carried out in the Erasmus + Project came from the Junta de Extremadura.

The ECO sub-project, thanks to which students become experts in cultural diffusion, was considered an example of Good Practices in the use of ICT in the classroom.

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Recall that ECO is one of the main ways we have to be able to bring to the classroom in a unified way all the active methodologies that were being learned.

What began as a search for an open and flexible education based on cooperative learning for the 21st century turned out to be the most appropriate way of working on project learning, problem solving, digital literacy and the use of Web 2.0, multiple intelligences and much more.

This recognition led us to give a lecture at the Connected and Secure Conference of the Junta de Extremadura, an event in which more than 500 teachers from all over Extremadura participated, to which we were able to explain the strength of these methodologies that, thanks to the ECO project of our Erasmus +, can be developed and applied in a unified way.

Although there are several references to Erasmus +, the first, which explains that Erasmus + is the framework project, appears in the 10th minute.

 

Open Days 2016 & 2017

During the Open Days of 2016 and 2017 of the Marist School Our Lady of the Carmen there was a space dedicated to the Erasmus + Project.

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In it, our students explained to the visiting families what the project consisted of and how the new methodologies were changing the way in which they were learning.

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They put several examples of games, Web 2.0 tools and activities with multiple Intelligences and cooperatives that the same course was carried out in their subjects and explained the impact that the Erasmus + project was having on the classrooms and in their lives.

 

 

 

Institutions

A fundamental part of the dissemination of the project has been carried out with the educational and political institutions of both countries.
Although it is difficult to be received or heard by the main authorities, we have tried to communicate with them and on some occasions we have been attended and received.
In particular, the diffusion carried out in each country has been the following:

Turkey:
– We organized a dinner with the parents of the students to which (incredibly) the secretary of the Minister of Education of Turkey and the Councilor of Education of the Rize Province, as well as the Rector of the University of Rize, came as guests of honor.

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– We reanimated a guided tour by the Rector to the University of Rize, who invited our students to snack and bowling.

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– A report of this visit was issued by the University’s television channel.
Unfortunately we have not been able to get a copy of the report.

– The Minister of Education visited the school during the days we were there so he met with us to tell us what the project consisted of and what we were doing. A report of this visit was published on the website of the Turkish Ministry of Education.

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Spain:

– We visited the Mayor of Badajoz, Francisco Javier Fragoso, who welcomed us and spoke with us and talked with our students.

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-We invited the Extremadura authorities (Inspectors of Education, Secretary of Education and Culture Counselor) to the workshops and activities but their tight schedules prevented them from coming.

– We were part of the InsideWorld workshop at the University of Extremadura, in particular in the Faculty of Engineering, where several teachers were talking with our students and even did workshops with them.

 

EBA FATIH Etwinning

The first award we have had came from Turkey, the Turkish Ministry of Education granted us for being one of the best Etwinning project carried out with a Turkish School.
The name of the prize is “EBA FATIH Etwinning”

It is a prize awarded to the top 10 projects of the country, and we, without having finished the project (it arrived on September 2016), have already received it!

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