CEPA Los Llanos Albacete

1. SuccessStrategies CEPA Los Llanos Albacete

2. Scientific and Pedagogical Bases underpinningSuccessStrategies

3. Findingsfrom IO1 from I-MoToLeTeam: • Educatorsmust be urged to use teachingmethods in whichthestudents are activelyinvolved • Itisclearthatsuccessisgreatestwhen a groupdynamicisfostered. The concept of social animationcontainsbothgoals, method, process and effect. Thepurposeis to enablecommunicationbetweenpeople, liberatecreativity, developinitiative, increasechoice and stimulate new groupformation.

4. JürgenHabermas (Theory of CommunicativeCompetence): Everyonepossessescommunicativeskills to communicate and interactwiththeworldaroundus. • Paulo Freire (DialogicalLearning) • “Dialogue shouldnotonly be limited to thatbetweenstudent and teacher. Dialogue shouldincludeallmembers of thecommunity” • Lev Vygotsky (MeaningfulLearning) • Bygivingourstudentspractice in talkingwithothers, wegivethemframesforthinking • ontheirown.”

5. Comunidades de Aprendizaje” LearningCommunities: Theresult of researchby CREA (Community of ResearchforExcellence of All). Thisis a projectwithprovenexperience in bringingabout a cultural, social and educationaltransformation in schools and theircatchmentarea. Itisbasedondialogicallearning and theparticipation of thewholecommunity. • Thecornerstones of DialogicalLearning are: • Dialogue as equals • Creation of Meaning • Instrumental Dimension • Cultural Intelligence • Transformation • Solidarity • Equality of difference

6. SuccessStrategies • Assemblies • Dialogical Reading Circles • InteractiveGroups • Active Tutoring • MixedComissions • In adultedeucation, bearing in mindthefindings of • Intellectual Output 1 bythe I-MoToLeteam and according to • theexperience of adulteducators in CEIP-SES-AA “La Paz” Albacete • (Comunidad de Aprendizaje) themostsuccessfulstrategies • which can be applied are Dialogical Reading Cirlces and Assemblies. • Thesewill be thefocus of this training session.

7. Dialogical Reading • Circles CEPA Los Llanos Albacete

8. Sharing experiences between different people males affective values the basis of learning, making the teaching-learning process an • EXERCISE IN LIFE rather than an academic exercise

9. DIALOGUE READ DIALOGICAL READING CIRCLES EXPRESS

10. OBJECTIVES • to read and createmeaningfromreading • to improvereadingcompetence • to improvevocabulary and oral expression, creativity and artisticcompetence. • to educate in criticalreading and readingforreflection • to improvegroupexperiences and identity • to improveparicipation, integration, solidarity and self-esteem • to promote positive values and respectforothers’ opinions

11. Process: • A classic of universal literatureorspecialisttextischosenbyeducatororthegroup in advance. • Thequantity of readingisdecidedon in advance of eachsessionbythegroup. • Readers are advised to highlightanyparts of thetextthat capture theirattentionforany particular reason • A moderatorischosen (notnecessarilytheeducator) whowill try to involve as manypeople as possible. • Thesessionstartswithsharing general impressionsonwhat has beenread. • Afterthisanyparticipantasksfortheirturn and statestheaspects of thetextthatdrewtheirattentionforany particular reason. • Allopinions are valid (Dialogicallearning) • Duringthesessionanyoneshouldfeel free to relate what has beenread

12. SUGGESTIONS FOR CLASSIC TEXTS BY THEME Love: Shakespeare’s Romeo and Juliet a tragic tale of forbiddenlovewith terrible consequences Jane Austen’sPride & Prejudicewithlovethatgrowsslowlyaftermisunderstanding Emily Brontë’sWutheringHeights explores lovewhichdisrupts and evendestroyslives . Death: Good vs Evil: JR Tolien’sThe Lord of theRings CS Lewis’ TheChronicles of Narnia

13. Coming of Age: JD Salinger’sTheCatcher in theRyefollows a sixteen –yearoldboydealingwithteenageangst and rebellion in the 50s. LouisaMayAlcott’s Little Women: foursisters’ journeysfromchildhood to womanhood Power & Corruption: Shakespeare’s Macbeth: titlecharacterseekspowerforitsown sake and delas withtheconsequences GoergeOrwell’s Animal Farm: anallegoricalstoryabout a group of animalswhorise up againsttheir human masters.

14. Survival: William Golding’s Lord of theFliesfocuseson a group of youngpeopletryong to survivealoneon a desertisland Courage & Heroism: Tolkien’sTheHobbittellsthe tale of anunlikelyherowhomustersthecourage to undertakeanimportantquest Beowulftellsthestory of thetitle carácter, a herowhodefeatsmonsters and villains. Homer’sTheOdyssey Prejudice: HarperLee’s To Kill A MockingBirdtells of a White lawyerappointed to defend a blackmanfalselyaccused. Mary Shelley’s Frankenstein explores prejudice and fear of theunknown

15. Individual vs Society: George Orwell’sNineteenEighty-Fourfollows a citizenwhorebelsagainstanoppressivegovernment HuckleberryFinnfeatures a misfitwhorunsawayfrom home to havehisownadventures RayBradbury’s Fahrenheit 451 features a herowho tries to sabe books in a society in whichbooks are burned War: Hemingway’s A Farewell to Armsfollows a Lieutenant’sattempt to leavethehorrors of warbehind Tolstoy’sWar and Peace has war as one of itsmainfocuses. KurtVonnegut’sSlaughterhouseFiveisan ’ant-war’ novel

16. Judgement: a characterisjudgedforbeingdifferentordoingwrongsuch as in NigelHawthorne’sTheScarletLetter. Circle of Life: Immortality in Oscar Wilde´sThe Picture of Dorian Gray Tolstoy’sTheDeath of IvanIlychexposestherelaizationthatdeathis inevitable F Scott Fitzgerald’sTheCurious Case of BenjaminButtonturnsthecircle of lifeonits head. Suffering: Dostoevsky’sCrime and Punishmentisfilledwithsuffering as well as guilt Charles Docken’s Oliver Twist looks at thesuffering of impoverishedchildren

17. THE POSSIBILITIES ARE ENDLESS • Usingprofessionalarticleswithin a specific discipline • Art appreciationcircles • Musicappreciationcircles

18. Assemblies CEPA Los Llanos Albacete

19. Process: • theday/sessionstartswith a period of reflectionwith a dialogue betweenequals (althoughanassembly can be usedwhenevernecessary) • theeducatorshould be emotionally in touchwiththegroup, providingthecontextforthediscussion and allowingthecontribution of allonanequallevel. Channelingemotions and expressingfeelingsisparamount. • Thegroupreflectson and share experienceswhich can be of varyingnature: • - curricular experiences (teaching-learningprocess) • - experiences to do withgroupharmony (groupnorms) • - reflectiononcurrentaffairs • - discussion of issuesrelated to prejudice, racism and sexism (equalrights)

20. OBJECTIVES • to improveemotionalinvolvement in learning • to promoteparticipation in thelearning-process • to promote dialogue betweenequals • to reachagreements and norms in a group of equals • to promoteself-control • to promotecommunicativecompetence • to promotegroupexperiences and identity • OTHER ASSEMBLIES: • Whole centre assembliesforallpeopleinvolved in theeducationprocessvaluingthecontribution of all. • Assembliesforrepresentatives (eachgroupsends a representative to discussissuesrelated to thewhole centre)

21. GroupCohesionActivities CEPA Los Llanos Albacete

22. For 20 activities to use in order to promotegroupdynamicsclickonthefollowing link

23. Evaluation CEPA Los Llanos Albacete

24. Statewhetheryouagreewiththefollowingstatementson a scalefrom 1 (completelyagree) to 5 (completelydisagree) • COURSE CONTENTS AND DELIVERY • Myexpectationsforthecourseweremet 1 2 3 4 5 • The training has providedstrategies I can use to improvegroupcohesion 1 2 3 4 5 • I feelwellequipped to deliverthestrategiesprovided in this training 1 2 3 4 5 • I can transfer theknowledgeprovidedonthiscourse to mycolleagues 1 2 3 4 5 • I foundthe training interesting 1 2 3 4 5 • I feelthe training can improvetheintrinsicmotivation of mylearners 1 2 3 4 5 • FACILITIES AND ORGANISATION • Thefacilitiesweresuitableforthecourse 1 2 3 4 5 • Thelength of thecoursewassuitable to deliverthecontents 1 2 3 4 5 • The training waswellorganised 1 2 3 4 5