| INTERACTIVE GROUP | |
| WHAT IS IT? | WHAT IS NOT? |
| 1. A form of classroom organization Reduced 2.Grupos heterogeneously grouped students by both levels of learning, culture, gender, etc. Three. Groups which establishes relationships between and the students who are part of the group through equal dialogue April. Each group has the presence of an adult reference may be the teacher, family, or other volunteers. The learning of pupils depends increasingly on the set of their interactions, not just those that occur in the traditional classroom May. The participation and volunteering in the classroom facilitates learning and increases motivation of children for learning, creating a good working environment June. All children in the group work on the same task July. Teaching staff and volunteers maintain the high expectations towards pupils August. All children learn, even those with ease, because helping other metacognition involves an exercise that helps to consolidate the knowledge, to the point of being able to explain to others | 1. Methodology Two. Cooperative groups Three. Flexible groupings April. Divide the class in groups with a single adult as the reference, the teacher / a May. If you have previously been removed from the classroom for those students with low learning June. If not take anyone out of the classroom groups form evenly according to the level of learning July. If clusters are heterogeneous on a classroom where the students of higher level learning August. If within heterogeneous interactive groups are given different tasks to children by level of learning 9. If there is no interaction among the students while solving the task set
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EDUCATION AND PARTICIPATION OF RELATIVES | |
WHAT IS IT? | WHAT IS NOT? |
| 1. Join efforts to achieve common goals Two. Shared responsibility of these agents in the educational community regarding decisions affecting school Three. Taking advantage of all available resources in the school community April. Types of participation: point (parties, meetings ...), joint committees, joint training, apprenticeships, volunteer participation in interactive groups, etc.. May. Relations egalitarian dialogue between teachers and families, based on claims of validity and power June. Respect and appreciation of cultural intelligence that bring families to the learning of children and school July. High expectations for the role of families as the context transformation engine and improving the living and learning excellence | 1. If you see the involvement of families from the perspective of the culture of complaint: it is not involved, involved always the same, and so on. Two. If you have low expectations for participation and family Three. If power relations of teachers to families 4.Si will hamper participation such as: check meeting schedules depending on the interests of the teachers May. If only calls families to explain how bad it is the boy or the girl, or bad behavior June. If families do not participate in decision-making, or in meetings, etc.. July. If not allowed in the classroom participation, interactive group in the mixed commissions, etc. August. If only promotes participation in certain times and spaces |
Dialogic literary TALKS | |
WHAT IS IT? | WHAT IS NOT? |
| 1. They are based on Dialogic Reading and involve a process of reading and interpreting texts collective and dialogical premium in a context where the validity of the arguments rather than the claims to power of the participants. Through this dialogic process each person and the group gives new meaning to the reading of classics and deep understandings are reached and criticism alone would have been impossible Two. Books are read Universal Classical Literature Three. The collective understanding of the texts are produced through a process of collective interpretation is mediated by egalitarian dialogue between all participants in the gathering April. The participants in the gathering and go with the reading done on pages that have been agreed. Once in the gathering space exposed a paragraph that has drawn attention, they especially liked, and shared with the rest of the meaning of that paragraph and what made you think. Then you open a word shift where the rest of participants say their views on that paragraph or elaborate on the interpretations made previously, thus building dialogic form a new sense May. There is a moderating role serves to promote the equal participation of all members and June. Egalitarian dialogue promotes the development of the values of coexistence, respect and solidarity July. It can be done with family, community members, teachers, volunteers and students from Nursery, primary and secondary school to adult education | 1. If not done reading books, and only involves a training session on a topic of interest, where there is an expert who transmits knowledge Two. Failure to read books Universal Classical Literature Three. If the dialogue is based on claims of power and not of validity, being the people most academic status which monopolize the debate or impose their interpretations |
