FINAL WORKSHOP: In Search of a Unified Theory of the New Methodologies

This final workshop had a duration of MORE THAN 50 hours. During 9 days, 4 in Spain and 5 in Turkey,

In Spain, we made a reflection on the different methodologies we had learnt and tried to create a guide that could relate each methodology with the 21st century skills that such a methodology helps to improve.

The workshop was divided in 3 parts:

1. Review of all the methodologies learnt (Cooperative Learning, Web 2.0 Tools in education, Gamification and Games Based Learning, and Multiple Intelligences).

2. Reflection on methodologies and skills.

3. Results of the first research.

In Turkey, we worked in 2 lines:

1. Creation of:

 a) Virtual catalog of teachers workshops about new methodologies (Ebook),

 b) Evaluation set of resources for teachers,

  c) Visual guide to implement new methodologies. 

2. We checked the research about new methodologies carried out in other grades (Primary and Secondary School) and we reached to final conclusions about it. The research article was written during these days (although some of the work had to be finalized online)

1. Review of methodologies learnt.
We were talking about the main characteristics of each methodology and how we had introduced them in our lessons. We revised all the previous workshops we had during the 2 years of the project.
A final brainstorming was done to prepare next part of the workshop, the reflection on the relation between methodologies and skills. 

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2. Reflection on new methodologies and 21st century skills.
Jerónimo, a Spanish Biology teacher, remembered us the different skills that we must develop and improve in our students in order to allow them to be good professionals and successful 21st century men and women.
After this, we started a dynamic and active workshop where we had to think about the skills each methodology always and by its own nature improves, and the skills that this methodology can improves but its not necessary, it´s not in its nature.
It was an exhaustive work of analysis and discussion in which each of the methodologies was meticulously analyzed and where their relationship with each skill was analytically discussed.
Some photos of the activity are these:

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And some videos:

Results of the reflection:
3. Results of the first research.
As part of the Project, we want to make a research about how each methodology helps our students to improve the 4 C´s (Creativity, Collaboration, Communication and Critical thinking) and also how the help our students to acquire contents.
For this reason, we have begun a research that now we will spread to our subjects. The pilot research have been carried out in Philosophy (11th grade students) and will be now carried out in maths, physics, and English language. More than 200 students from Spain and Turkey will participate on it.
Here is the explanation of the research and some pictures of this part of the workshop:

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The last part of the workshop was carried on in Rize.

There we were for 5 days working really hard to design the Ebook with all the teachers workshops about Active Methodologies, the Visual Guide of New Methodologies, and the Assessment Resources Set.

We also worked on the research, trying to prepare the body of the article and comparing and extracting all the ideas, results and outcomes of such research. 2 days and a half were dedicated to it. Such a work had to be completed via online.

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Gamification and Games Based Learning

The gamification and learning workshop based on games had two parts well differentiated in time and space. In the first part of the workshop we learned the basics of the gamification and we knew several games that allowed to develop and to enhance the skills of the XXI Century in our students. They did internships with games and a Job Shadowing in which we saw in action how you could apply the game Imagine to the contents of philosophy.


I. Gamification and Games Based Learning (GBL)




The second part of the workshop, carried out in Rize, was about Digital Games Based Learning. We discovered and play games from lot of platforms where we could find really good games to practice maths, language, science, english… with students and also keep on improving their 21st century skills.

I. Digital Games Based Learning (DGBL)

​Workshops Video







Multiple Intelligences

Multiple Intelligences Workshops


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During the Job Shadowing the teacher could explain the Palette we were carrying out with 10th grade philosophy students. As the Palette wasn´t ended, we showed the results of the activities we had already done with students (Bodily-kinesthetic, Linguistic and logical-mathematical) After showing it, we did the activities for the Naturalistic and the Intrapersonal Intelligences:

This is what students did during the Job shadowing:

1) Naturalistic intelligence:

Students went to the playground and searched for natural elements that reminded them the different theories we had studies about Universe (Aristotle, Newton, Galileo, Einstein and quantum physics). They came back to the classroom and explained the photos they had taken and how they were related to the cosmovisions. 

Here are the videos and the pictures students took:


Intrapersonal Intelligence

Students sat doing a semicircle. First, we watched a video that will fire their feelings, thoughts and doubts, so that they could feel the same emotions that philosophers and scientist could have had years ago.

After the video, students had a time to think alone about what they have seen, and finally, in silence, ther wrote in a cardboard their questions. These questions would be discussed during the following lesson using the Philosophy for children methodology, that means, by talking and conversing with critical thinking.

Here is the video and some pictures of the activity:



Web 2.0 Tools

Thanks to the Web 2.0 Tools workshop, the participating teachers were able to learn many online applications that would allow us to later prepare materials in computer support and use the tools available on the Internet to update our pedagogical style and adapt it to the 21st Century.
In the course we learned to use several of these tools and began to create our own materials. An example of what our classes have assumed since we discovered the Web 2.0 tools can be found on the website of one of the teachers of the project. This Web is one of the results of the project, and it couldn´t exits but because of all the tools and information learnt during these two years:

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After dedicating several sessions to the knowledge of the Web Tools 2.0 and to begin in its use we were able to enjoy 2 sessions of Job Shadowing: One on the tool Padlet and another on the tool Todaysmeet. We saw how they worked in class with them, analyzed their strengths and reflected on how they should be used to get them the best possible performance.

The workshop had a second part. One year later we revised and learnt some new Web 2.0 tools so that we could keep improving our lessons plans and our syllabus.

Teachers’ Workshop

Boost Up Your Creativity

At this workshop 29 creativity and online content creation tools were introduced to the teachers and they are asked to create their own products during the hands on session.

There are a number of different online courses popping up, most of which seem to simply serve as repositories for old lecture videos or course materials. However, some online course materials actually offer a more personalized experience that will be critical in successful education systems of the future .

Online Resources

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Online Video Lectures

  1. MIT Open Courseware (OCW): repository of materials from many classes at MIT. However, there is little course-to-course standardization and most lack user interaction/customization and focused visualizations.
  2. Khan Academy: by an MIT alum to help teach his cousins via YouTube, it now serves 1800+ courses in mathematics, science, finance, and history.
  3. Berkeley Webcasts:…, also available as podcasts from iTunes:
  4. Stanford Engineering Everywhere (SEE):….Another collection of lectures from a small private school across the bay.
  5. Udemy: videos on a broad range of topics.
  6. Multimedia Education Resource for Learning and Online Teaching (MERLOT): to a number of great resources for both learning & teaching across a range of academic disciplines. Includes guides, videos, and visualizations, though organization could be much better.
  7. Periodic Table of Videos: Mendeleevian repository of youtube videos about each element. Pretty cool.
  8. Academic Earth: and organizes online video courses – includes materials from many of the above resources.
  9. Nixty: to Academic Earth, tries to make free online content more organized and accessible.

Interactive & Personalized Courses

  1. MIT Electricity & Magnetism (8.02T):…An experimental course format that offers some great supplementary material, including comprehensive notes and interactive visualizations. I think more courses should offer material like this.
  2. Carnegie Melon Open Learning Initiative:…Includes some downloadable files, as well as periodic quizzes to benchmark progress in a range of subjects.
  3. EduFire: up for direct lessons with user-rated experts. They also offer some more traditional courses as well as flashcards (not all lessons are free).
  4. Better Explained: is primarily text-based, but the author does a good job of breaking concepts down in the way he would’ve liked to have had them explained to him.
  5. Journal of Visual Experiments (JOVE): is more geared towards biological experiment education – but is definitely useful for scientific endeavors.
  6. IBM Courseware:…Though primarily software/IT oriented, they seem to link to a number of valuable resources.

Free Textbooks

  1. Flatworld Knowledge: building up its inventory, but will hopefully incorporate interactive elements into its free electronic textbooks.
  2. WikiBooks: few finished textbooks, but if they can achieve 1/10th the success that Wikipedia has it should be quite interesting.
  3. ChemWiki: geared towards chemistry education.

Flashcard Learning

  1. is more geared towards memorization, but it applies a few valuable principles such as material customization and spaced repetition (more info. in my blog post).
  2. Study Blue: your own flashcards & notes – access from computer or phone.
  3. CoboCards: images, formulas, and tables.
  4. StudyStack: & create simple flashcards.
  5. Google Body:, not really flashcards or a course per se, but this is an awesome supplemental material for any physiology or anatomy course. And it can be used like a giant, interactive stack of 3D flash cards.
  6. Anki: repetition learning with electronic flashcards.

Language Learning

  1. LiveMocha: learning courses with audio, images, & text. Get feedback from native speakers through their social component (not all lessons are free).
  2. WordSteps: 20 words in 15 minutes every day.
  3. Lingt: acquired by, will be re-released as their flashcard product.
  4. Busuu: learning community with a really slick interface and lots of interactive elements.




Second part of the Workshop…One year later. 


21st century Education, Skills and Syllabus.

This workshop aims to create the base and mark the horizon towards which we must direct all the work to be done in the next 2 years.
Make teachers understand that new active methodologies are necessary to achieve the skills that our students must develop for a better professional and academic future into the 21st century society is the coding of possibility that the rest of workshops, both students as teachers, can be successful and have good results.


1. Think about the skills and characteristics that as teachers of the 21st century we must develop, and the skills and abilities that we must help our students to acquire.

2. Reflect on a correct introduction of the competences and capacities of the 21st century in the didactic programs and syllabus.

– Adil Tugyan (Project coordinator and teacher of secondary and high school: Turkey)
– Sabban Kilic (Head of secondary school: Turkey)
– Gregorio Bartolomé (Director: Spain)
– Lourdes Cardenal (Project Coordinator and High School and High School Teacher: Spain)
– Álvaro Guerrero (Elementary teacher: Spain)

Exhibitions and videos prepared by the Turkish center that served as a basis for provoking reflection, joint inquiry and constructive debate. Team work.

During the first sessions we analyzed the rapid change that has occurred in traditional teaching methods and extracted the consequences that this transformation has on teaching and students.

The capacities of the XXI Century were then studied in an intensive and detailed manner.

Reflecting on all of them and integrating them as objectives of our programs, as well as thinking about the activities and techniques that will allow students to acquire them in the most efficient way possible, were the final goals of this workshop.

What are 21st century skills?

The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Partnership for 21st Century Skills lists three types:

Learning Skills

Critical Thinking

Creative Thinking



Literacy Skills

Information Literacy

Media Literacy

Technology Literacy

Life Skills


Initiative Social Skills



21st Century Standards

  • Focus on 21st century skills, content knowledge and expertise.
  • Build understanding across and among academic subjects as well as 21st century interdisciplinary themes
  • Emphasize deep understanding rather than shallow knowledge
  • Engage students with the real world data, tools, and experts they will encounter in college, on the job, and in life–students learn best when actively engaged in solving meaningful problems
  • Allow for multiple measures of mastery
Characteristics of 21st Century
21st Century Teacher
21st Century Classrooms
21st Century Learner
Assessment of 21st Century Skills
  • Support a balance of assessments, including high-quality standardized testing along with effective classroom formative and summative assessments
  • Emphasize useful feedback on student performance that is embedded into everyday learning
  • Require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills
  • Enable development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers
  • Enable a balanced portfolio of measures to assess the educational system’s effectiveness at reaching high levels of student competency in 21st century skills