Today I present the project from my participation in the Google Innovators Academy that took place a year ago in Madrid, ESP18. A very rich experience for me, both for the intensive learning and for the relationships with other innovators. During this year Nay Belaunzarán has accompanied me and tutored the project and I only have words of gratitude for her.
But let’s get down to business. Here’s aadd-on for spreadsheets with a very clear purpose. To help students to self-evaluate in order to learn to self-regulate. It may sound very pretentious and the complement is really very simple.
Continue reading “CLASS-MON, an add-on to encourage self-evaluation and self-regulation of students”
Many people still believe that evaluating with rubrics is formative evaluation and, in many cases, it is not. A rubric, in fact, provides clear criteria when evaluating a task. Now, this can be done so that the student detects his mistakes and his strong points and reflects on his learning (formative evaluation) or it can be done simply mechanically to grade tasks (summative or certifying evaluation).
I do not renounce either of the two, whether for formative evaluation or for summative evaluation, using rubrics is always positive. The student knows the criteria that will be used to evaluate a task. And that is always positive.
Now, since we use the rubrics, let’s use them making formative evaluation, that there are a thousand studies that show that it is one of the measures that most improves the learning of the students. And what exactly does it mean to make formative evaluation with rubrics?
Continue reading “Rubrics and formative evaluation”
Organize by Nick Youngson CC BY-SA 3.0 Alpha Stock Images
I find more and more consultations from centers that want to start working on projects but don’t know how to start. On a methodological level they start to get smart. More and more teachers have taken some courses and there are already many centres with more or less trained and sometimes even experienced people. But from there to introducing project work at school level there is an other step. Often the difficulties encountered are organisational. How do we organise the center so that project work is constantly present and involves the whole faculty?
In this article I explain some forms of organisation that I have known (practically all of them I have put into practice) and the advantages and disadvantages that I find in each one.
Continue reading “Organise a center by projects”
(image by Juan Pablo Bravo, from The Noun Project)
Lately I have seen many schools that presume of working only by projects. I use this methodology (or method, we won’t go into it now) very often. I am in a school where students do projects for a couple of hours each day approximately.
But I don’t understand this habit of saying that everything is done by projects. To begin with, when you scratch a little, questions and shuffle projects (if you have them open), you realize that some parts of what they call projects we call laboratory practices, manipulative math exercises, classical play performances…. a project, as I understand them, has a final product or a clear guiding question and all the research and activities that students do are aimed at getting the product or answering the question. Continue reading “Various methodologies, please!”
Today is the end of the year and I have a simple wish for the next one. In fact I have it today and the rest of the year, but these days it is more typical to communicate them.
A very simple desire: share and encourage the sharing of the materials you create as teachers.
Continue reading “Share and encourage sharing!”