Etwinning European Quality Label

The second recognition, also thanks to our Etwinning space, was the European Quality Label (with the corresponding two nationals labels), which was granted to us after finishing our first year of project.

This, along with the prize received by the government of Turkey, have been a wonderful way to make an impact and reach more teachers and schools, allowing and encouraging that more and more teachers could introduce active methodologies and could change the education.

EuropeanQL

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II Summer course: Web 2.0 + DGBL

On July 4, 2017, Alvaro Guerrero and I were fortunate enough to be able to share our knowledge of Web 2.0 tools for the second time with the professors of our center.

It was an excellent opportunity to transfer and continue to disseminate everything learned in the Erasmus + Project to the entire center and to make the impact as high as possible. From the next course will not only be used cooperative, multiple intelligences or Web 2.0 in class, but also will begin to implement the use of digital games in the classroom as a means of acquiring, deepening and reviewing the contents.

Since it was the “second installment” of this course, we wanted to show our classmates some of the most interesting and useful applications and platforms that can be found today to improve students’ skills, knowledge and interest.

The presentation was done with the tool ZOHO, which is very useful and avoids many of the problems that we find when we want to share a PowerPoint or explain it on a computer that is not ours (changes the format, everything is disordered .. it sounds?)

Captura de pantalla 2017-07-10 a las 7.08.41.png

You can access the presentation in this link: LINK TO COURSE

The course-workshop started with a practice with Plickers, a tool that allows teachers to conduct surveys, questions, follow-ups and exams quickly and easily. With just a few cards and a tablet or mobile the teacher can, for example, after a class, get an idea of ​​what points or concepts have not been well understood by the students, or can also ask the whole class the results of Your exercises to see who have not been able to solve it. The possibilities are many, and the effort, very little.

We used it in the course to evaluate the use and progress of the use of Web 2.0 tools between the faculty and all were very surprised.

Captura de pantalla 2017-07-10 a las 7.08.46.png

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Then we remembered some of the keys to use Web 2.0 in the classroom: What competencies can we foster with them, how to work with students, how to evaluate the work and the process carried out … this was the only theoretical part of the workshop and although it can not be considered the most fun, it is necessary to always be aware of the meaning of what we do.

The practical part was resumed with a Symbaloo created for the occasion in which the teachers could find the tools introduced in the course of last summer and the innovations of this course.

From there, each teacher was able to create his own Symbaloo of Web 2.0 tools, opting for those that best fit his courses and subjects.

The panel (Webmix) is structured in several parts. All the top are tools for primary, the lower, tools for ESO and Bachillerato (some appear on both sides) and all cells in pink are links to games and educational game platforms as well as resources to start using Learning Based on Digital Games in our classes. The grouping of the left are games for primary, and those of the right, for secondary and baccalaureate.

Captura de pantalla 2017-07-10 a las 7.09.00.png

//maristasbadajoz.symbaloo.com/embed/lurcole1?widget=106

GO TO WEB 2.0 TOOLS SYMBALOO 

After explaining the power and strength that these digital games can have in student learning, the classmates had some time to test those games and platforms and evaluate if they would use any in their classes of the next course.

After this practical time, the penultimate of the selected tools, Symbaloo Lesson Plan, was explained, one of the most suggestive options if we want to do Flipped Classroom or if we want to prepare review sessions for our guys. They were shown an example and a very enlightening video of the platform itself and they were taught how to edit and add content as well as how to share and track students.

After that, the most wanted part arrived by the teachers, to start to trastear, and to create their own Webmixes of Symbaloo as well as some resources and materials for the next course with Plickers, Padlet, Tackk, Zoho or Symbaloo Lesson Plan (to mention some of The most chosen when creating materials, activities and class sessions among the participating teachers).

And when they least expected it … came the surprise! One last application that fell in love with everyone present, Google Expeditions. With this App and a few virtual reality glasses (costing 3 euros) teachers could make educational expeditions to, for example, the interior of the human body, World War II, the main works of the Baroque or the history of the human evolution.

Captura de pantalla 2017-07-10 a las 7.10.34.png

This application comes prepared with information so that the teacher can take the students to different points of interest and can explain each element, it even brings explanations about each stop !!

 

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

Captura de pantalla 2017-07-20 a las 19.57.52.png

Second questionnaire. April 2017

Multiple Intelligences and evaluation tools (rubrics and portfolios).

 

MULTIPLE INTELLIGENCES AND EVALUATION TOOLS QUESTIONNAIRE:

Captura de pantalla 2017-06-24 a las 18.27.34

  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

Captura de pantalla 2017-06-24 a las 18.27.47

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

Captura de pantalla 2017-06-24 a las 18.27.56

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

Captura de pantalla 2017-06-24 a las 18.28.08

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

Captura de pantalla 2017-06-24 a las 18.28.24

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

Captura de pantalla 2017-06-24 a las 18.28.37

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

Captura de pantalla 2017-06-24 a las 18.28.47

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

Captura de pantalla 2017-06-24 a las 18.29.13

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

Captura de pantalla 2017-07-19 a las 23.17.28

Have you used Web 2.0 tools during the course?

Yes: 14

No : 7

Captura de pantalla 2017-07-19 a las 23.17.15

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

 

Captura de pantalla 2017-07-19 a las 23.16.58

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

 

Captura de pantalla 2017-07-19 a las 23.16.41

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

Captura de pantalla 2017-07-19 a las 23.16.26

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

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:

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 …)

captura-de-pantalla-2017-06-13-a-las-9-09-48.png

3. DGBL virtual workshop

Captura de pantalla 2017-06-13 a las 9.19.00Captura de pantalla 2017-06-13 a las 9.19.41

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.

Captura de pantalla 2017-06-12 a las 19.50.12.png

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.

Captura de pantalla 2017-06-21 a las 19.10.09.png

 

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

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.

Captura de pantalla 2017-06-11 a las 22.15.11.png
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.

 

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!

Disem1617_1

 

 

High School

Methodology: Multiple Intelligences.

Subject: English.

Stage: 8th Grade (2º ESO)

Carried out by Clemen Tabales.

Captura de pantalla 2017-06-20 a las 21.06.04.png


Methodology: Multiple Intelligences.

Subject: Social Science.

Stage: 9th Grade (3º ESO)

Carried out by José Antonio Rosa Lemus.Captura de pantalla 2017-06-12 a las 19.50.12.png

Enlace al prezi


Methodology: Multiple Intelligences.

Subject: English.

Stage: 9th Grade (3º ESO)

Carried out by Clemen Tabales.

Captura de pantalla 2017-06-20 a las 21.08.05.png


Methodology: Multiple Intelligences.

Subject: Philosophy.

Stage: 10th Grade (4º ESO)

Carried out by Lourdes Cardenal.

 

 

El pase de diapositivas requiere JavaScript.

Go to the Genially!!


Methodology: Multiple Intelligences.

Subject: Religion.

Stage: 7th Grade (1º ESO)

Carried out by Ignacio Acha.

 

El pase de diapositivas requiere JavaScript.


Methodology: Multiple Intelligences.

Subject: Philosophy.

Stage: 10th Grade (4º ESO)

Carried out by Lourdes Cardenal.

 

El pase de diapositivas requiere JavaScript.

Go to the Genially!!


Methodology: Web 2.0.

Subject: Music.

Stage: 8th Grade (2º ESO)

Carried out by Clemen Tabales.

 

El pase de diapositivas requiere JavaScript.


Methodology: Web 2.0.

Subject: Philosophy.

Stage: 11th Grade (1º Bachillerato)

Carried out by Lourdes Cardenal Mogollón.

 

El pase de diapositivas requiere JavaScript.

Some Web 2.0 Tools used: Padlet, Creately, Canva, Portfolio Wiggio, Versal, Powtoon, Answergarden, StickyMoose, Emaze, Hackpad, Todaysmeet…


Methodology: Web 2.0 and Cooperative Learning

Subject: English.

Stage: 10th Grade (4º ESO)

Carried out by Clemen Tabales.

Each group prepared in Cooperative an exhibition with a Web 2.0 tool (Emaze or Genially) on the risks that social networks have.

Captura de pantalla 2017-06-19 a las 18.30.50.png

Go to the Genially!! 

Captura de pantalla 2017-06-19 a las 20.32.44.png

Go to the Emaze!


Methodology: Web 2.0 Geogebra

Subject: Maths.

Stage: 9th Grade (3º ESO)

Carried out by Jerónimo del Moral Martínez.

 

 

 

 


Methodology: Web 2.0 and Cooperative Learning

Subject: English.

Stage: 9th Grade (3º ESO)

Carried out by Clemen Tabales.


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

Subject: Social Science.

Stage: 9th Grade (3º ESO)

Carried out by José Antonio Rosa Lemus.

 


Methodology: Web 2.0.

Subject: Music (Bilingual section).

Stage: 7th Grade (1º ESO)

Carried out by Clemen Tabales.

 


Methodology: Web 2.0.

Subject: Philosophy.

Stage: 12th Grade (2º Bachillerato)

Carried out by Lourdes Cardenal Mogollón.

 

El pase de diapositivas requiere JavaScript.

Some Web 2.0 Tools used: Padlet, Creately, Linoit, Portfolio Wiggio, Nearpod, Porjeqt, Emaze, Hackpad, Todaysmeet…


Methodology: Cooperative Learning.

Subject: English.

Stage: 10th Grade (4º ESO)

Carried out by Clemen Tabales.

Students had to prepare a role-play about different types of shop.

img_20170124_092126460.jpg


Methodology: Cooperative Learning and Web 2.0 (video edition and presentations tools)

Subject: Physics.

Stage: 8th Grade (2º ESO)

Carried out by Jerónimo del Moral Martínez.


Methodology: Digital Games Based Learning (Kahoot).

Subject: Music and English.

Stage: 7th Grade to 10th Grade (1º ESO a 4º ESO)

Carried out by Clemen Tabales.

Captura de pantalla 2017-06-15 a las 11.42.02


Methodology: Digital Games Based Learning (PowerPoint Games).

Subject: Philosophy.

Stage: 10th Grade (4º ESO)

Carried out by Lourdes Cardenal.

 

El pase de diapositivas requiere JavaScript.


Methodology: Digital Games Based Learning (PowerPoint Games).

Subject: Philosophy.

Stage: 12th Grade (2º Bachillerato)

Carried out by Lourdes Cardenal.

 

El pase de diapositivas requiere JavaScript.

20170210_13091720170210_130606


Methodology: Games Based Learning (Imagine, Hombres Lobo, Black Stories, their own games and Create your society).

Subject: Philosophy.

Stage: 11th Grade (1º Bachillerato)

Carried out by Lourdes Cardenal.

 


Methodology: Games Based Learning (El espía que se perdió y Black Stories).

Subject: Philosophy.

Stage: 12th Grade (2º Bachillerato)

Carried out by Lourdes Cardenal.

 


Methodology: Games Based Learning (Ikonikus).

Subject: Citizenship and Human Rights.

Stage: 8th Grade (2º ESO)

Carried out by Lourdes Cardenal.

 


Methodology: Games Based Learning (Story Cubes and Dixit).

Subject: Philosophy.

Stage: 10th Grade (4º ESO)

Carried out by Lourdes Cardenal.

 


Methodology: Digital Games Based Learning (Quizizz, Cerebriti, Socrative and Kahoot).

Subject: Philosophy.

Stage: 10th Grade to 12th Grade (4º ESO to 2º Bachillerato)

Carried out by Lourdes Cardenal.

4º ESO:

Kahoot!: La identidad del ser humano

1º Bachillerato:

Cerebriti: Filósofos y sus corrientes (versión 1)

Cerebriti: Filósofos y sus corrientes (versión 2)

Captura de pantalla 2017-06-15 a las 12.11.03.png

Cerebriti: Historia de la ética

Kahoot!: El ser humano (versión 1)

Kahoot!: El ser humano (versión 2)

Quizizz: Historia de la ética (versión 1)

Quizizz: Historia de la ética (versión 2)

Socrative: Filosofía política (Sofistas, Rousseau, Hobbes, Kant, Alienación e ideología de Marx…)

2º Bachillerato:

Cerebriti: Presocráticos y Arjé

Captura de pantalla 2017-06-15 a las 12.11.28.png

Kahoot!: Filosofía griega. Parte 1 (Presocráticos, Sócrates, Sofistas y Platón)

Kahoot!: Kant

Quizizz: Aristóteles y el Helenismo


Methodology: Autoevaluation with portfolios. Cooperative Learning Assessment.

Subject: Social Science.

Stage: 9th Grade (3º ESO)

Carried out by José Antonio Rosa Lemus.

 

Primary School

 

Methodolody: Cooperative Learning.

Subject: Spanish Language.

Stage: First Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodolody: Cooperative Learning.

Subject: Science.

Stage: First Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodolody: Digital Game Based Learning.

Subject: Science, Maths and Spanish Language.

Stage: Second Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodolody: Multiple Intelligences and Cooperative Learning.

Subject: Maths.

Stage: Second Course of Primary Education.

Carried out by Javier González.

 

Methodolody: Digital Game Based Learning and Cooperative Learning.

Subject: Spanish Language.

Stage: Second Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.

 

Methodolody: Digital Game Based Learning and Cooperative Learning.

Subject: Spanish Language.

Stage: Second Course of Primary Education.

Carried out by Álvaro Guerrero Vázquez.