What is and what is not?

1. A form of classroom organization

2.Grupos reduced students grouped heterogeneously so levels of learning, culture, gender, etc..

Three. Where relationships between groups and the students who are part of the group by establishing egalitarian dialogue

April. Each group has the presence of an adult reference that may be the Teacher, family, or other volunteers. The learning of students is increasingly dependent 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

6. All children in the group working on the same task

7. Both staff and volunteers maintain the high expectations towards students

8. 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 them to others

1. A methodology

Two. Cooperative groups

Three. Flexible groupings

April. Divide the class in groups with one adult as a reference, the teacher / a

May. If you have previously been removed from the classroom for those students with low learning

6. If anybody without taking classroom groups are formed homogeneously according to the level of learning

7. If heterogeneous clusters are in a classroom where the students of higher level of learning are

8. If within heterogeneous groups different interactive tasks children are given for level of learning

9. If there is no interaction between students while the task is resolved raised




1. Join efforts to achieve common goals

Two. Shared responsibility of these agents of 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 validity claims and not to

6. Respect and appreciation of cultural intelligence that families bring to the learning of children and school

7. High expectations for the role of families as the context transformation engine and improving the living and learning excellence

1. If you see the participation of families from the perspective of the culture of complaint: is not participating, always involved the same, etc..

Two. If you have low expectations for participation and family

Three. If power relations faculty remain to families

4.Si discouraged from participation such as: Bookmarking meeting times based on the interests of the teachers

May. If only called for families to explain how bad will the boy or girl, or bad behavior

6. If families do not participate in decision-making, or in meetings, etc..

7. If they are not allowed in the classroom participation, interactive groups, joint committees, etc..

8. If only participation is encouraged at certain times and spaces

Dialogic literary gatherings



1. They are based on Dialogic Reading and involve a process of collective and dialogic reading and interpretation of texts in a context where raw 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 the classics and deep understandings and criticisms would have been impossible alone are reached

Two. Books are read Universal Classical Literature

Three. The collective understanding of texts 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 of a paragraph that has drawn attention, has especially liked, and shared with the rest of the meaning of that paragraph and what has made him reflect exposed. Then a turn of words where the other participants say their views on that paragraph, or elaborate on the interpretations previously made open, building on a new meaning dialogic

May. There is a moderator role that serves to promote the equal participation of all members and

6. The egalitarian dialogue promotes the development of the values ​​of coexistence, respect and solidarity

7. It can be carried out with family members, community members, teachers, volunteers and students from Nursery, primary and secondary school to adult education

1. If you do not perform the reading of books, and only involves a training session on a topic of interest, where there is an expert who transmits knowledge

Two. If books are read from the Universal Classical Literature

Three. If the dialogue is based on claims of power and not of validity, with people with higher academic status which monopolize the debate or impose their interpretations

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