ANÁLISIS DAFO

PROTOTIPO

TARJETA DE AGRADECIMIENTO

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EL ABP EN MI CENTRO

Yo trabajo en Meka Lanbide Eskola, centro de Formación Profesional en Elgoibar, Gipuzkoa. En este centro se imparten cinco familias profesionales: Administración, Automoción, Servicios a la comunidad, Enfermería y Fabricación Mecánica. Cada departamento es un mundo en cuanto a metodologías. 

Yo, como profesora de Inglés, doy clase en cuatro de las familias mencionadas. Donde más horas de clase imparto es en la familia de Administración y Gestión y es a este departamento al que me voy a referir.

Este departamento tiene ya una trayectoria consolidada de ABP. Son ya cinco años que empezaron preparando un proyecto interdisciplinar por evaluación. Esa semana los alumnos trabajan de manera autónoma, los profesores respetamos el horario pero no tienen por qué trabajar nuestra materia cuando nosotros estamos en clase.

Este curso, 2014/2015, además de esa semana de proyectos, se ha preparado la programación de tres asignaturas o módulos con gran cantidad de contenidos en común por retos. Y después de la valoración positiva por parte de los alumnos y de los profesores,intentaremos aumentar el número de módulos y contenidos a través de retos o proyectos.

No es una tarea nada fácil, requiere mucha coordinación y esto a veces es muy difícil porque no hay horas para ello. Es una pena que una apuesta tan fuerte dependa en gran medida de la buena voluntad de los profesores implicados.

Por parte de la dirección, hay una apuesta clara por este tipo de metodologías participativas, activas. De hecho, contamos también con un aula de creatividad que está muy bien. El problema es que no hay horas de coordinación.

LÍNEA DEL TIEMPO

Ésta es la línea del tiempo que muestra la cronología de mi proyecto ONCE UPON A TIME.

RÚBRICAS PARA EVALUAR MI PROYECTO

RÚBRICA PARA EVALUAR LA PLANIFICACIÓN DENTRO DEL GRUPO

Group Planning -- Research Project : Once upon a time será cumplimentada por la profesora y por los alumnos Group members:     ________________________________________

CATEGORY	4	3	2	1
Group Timeline	Group independently develops a reasonable, complete timeline describing when different parts of the work (e.g.,planning, research, first draft, final draft) will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. All students in group can independently describe the high points of the timeline.	Group independently develops a timeline describing when most parts of the work will be done. Most students can independently describe the high points of the timeline.	Group needs adult help to develop a timeline AND/OR several students in the group cannot independently describe the high points of the timeline.
Ideas/Research Questions	Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.	Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.	Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.
Delegation of Responsibility	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Plan for Organizing Information	Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.	Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.	Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.	Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Quality of Sources	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

RÚBRICA PARA EVALUAR LAS ACTIVIDADES PREVIAS PARA ENTENDER LOS CUENTOS

Digital Storytelling : Once upon a time

será cumplimentada por la profesora

Student Name: ________________________________________

 

CATEGORY	4	3	2	1
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Interest and purpose	Activities have a clear and interesting purpose.	Activities are interesting but purpose is somewhat unclear.	Activities are not very interesting and purpose is somewhat unclear.	Activities are not interesting and has no discernable purpose.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Vocabulary	Uses vocabulary appropriate for the audience. Uses a lot of new vocabulary related to the topic.	Uses vocabulary appropriate for the audience. Uses new vocabulary related to the topic	Uses vocabulary appropriate for the audience. Includes some new words related to the topic.	Uses several words or phrases that are not understood by the audience. Does not include new words.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.

 

RÚBRICA PARA EVALUAR EL CUENTO DIGITAL

Digital Storytelling : Once upon a time será cumplimentada por la profesora Group members:     ________________________________________

CATEGORY	4	3	2	1
Point of View - Awareness of Audience	Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.	Limited awareness of the needs and interests of the target audience.
Voice - Consistency	Voice quality is clear and consistently audible throughout the presentation.	Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.	Voice quality is clear and consistently audible through some (70-84%)of the presentation.	Voice quality needs more attention.
Voice - Conversational Style	Uses a conversational style throughout.	Uses a conversational style the majority (85-95%)of the time	Uses a conversational style most (70-84%)of the time.	Presentation style is primarily monologue.
Voice - Pacing	The pace (rhythm and voice punctuation) fits the story line and helps the audience really \"get into\" the story.	Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.	Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.	No attempt to match the pace of the storytelling to the story line or the audience.
Soundtrack - Emotion	Music stirs a rich emotional response that matches the story line well.	Music stirs a rich emotional response that somewhat matches the story line.	Music is ok, and not distracting, but it does not add much to the story.	Music is distracting, inappropriate, OR was not used.
Images	Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
Economy	The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long.	The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.	The story seems to need more editing. It is noticeably too long or too short in more than one section.	The story needs extensive editing. It is too long or too short to be interesting.
Grammar	Grammar and usage were correct and contributed to clarity, style and character development.	Grammar and usage were typically correct and errors did not detract from the story.	Grammar and usage were typically correct but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.

RÚBRICA DE CO-EVALUACIÓN Y AUTOEVALUACIÓN

Collaborative Work Skills : Once upon a time será cumplimentada por cada miembro del equipo Student Name:     ________________________________________ Group members:  ______________________________________________________

CATEGORY	4	3	2	1
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.
Problem-solving	Actively looks for and suggests solutions to problems.	Refines solutions suggested by others.	Does not suggest or refine solutions, but is willing to try out solutions suggested by others.	Does not try to solve problems or help others solve problems. Lets others do the work.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

REFLEXIONES SOBRE MIS PRÁCTICAS EVALUADORAS

• ¿Cuáles son las prácticas de evaluación que utilizas en tu trabajo docente?

Habitualmente combino varias prácticas de evaluación, según lo que vaya a evaluar.  

• ¿Qué estrategias de evaluación utilizas?

Para evaluar proyectos utilizo diferentes tipos de rúbricas. Sigo utilizando exámenes para evaluar otro tipo de contenidos y corrijo directamente a cada alumno sus cartas comerciales en moodle con feedback individual.

• ¿Qué tipo de evaluación te proporcionan?

Yo creo que la combinación de las diferentes estrategias me aporta una visión bastante amplia de la evolución de cada alumno.

• ¿Te permiten ver a los aprendices actuando o solo replicando una lección que previamente has explicado?

Según la estrategia, ambas cosas. 

• ¿Te permiten valorar un buen número de competencias en tus estudiantes?

Creo que sí.

• ¿Qué nivel de satisfacción expresarías con tus estrategias de evaluación?

En general estoy bastante satisfecha. A pesar de utilizar rúbricas de coevaluación y autoevaluación en los proyectos, no encuentro una manera de evaluar que me ayude a que cada alumno tenga conocimiento de todas las partes del proyecto. Cada vez que trabajamos por proyectos, los alumnos no hacen más que repartirse el trabajo y no controlan todas la partes.

• ¿Quién evalúa en tu centro?: ¿los docentes exclusivamente?, ¿los docentes y el alumnado?, ¿otros agentes?

El mayor peso de la evaluación recae sobre los profesores aunque cada vez estamos dando más protagonismo a la autoevaluación y la coevaluación.

• ¿Qué se evalúa?: ¿sólo los contenidos propios de “saber”?, ¿también el “saber hacer”?, ¿actitudes?

Se evalúan tanto conceptos ,como procedimientos, como actitudes. A nivel individual y a nivel de equipo.

• ¿Cuándo se evalúa?: ¿al final de cada unidad?, ¿al final de un número determinado de unidades?, ¿al final del trimestre?

Se evalúa a final de cada proyecto y al final de trimestre.

• ¿Cómo se evalúa?: ¿con qué tipo de herramientas?, ¿exámenes escritos?, ¿exámenes orales?, ¿mediante plantillas de observación?, ¿mediante rúbricas?, ¿mediante portafolios?, ¿otros mecanismos? 

Las estrategias que utilizamos habitualmente, en nuestro departamento, son exámenes escritos, presentaciones orales, plantillas de observación y rúbricas. Estamos pensando en incorporar el portfolio para el curso siguiente.

Artefactos digitales y negociación con socios

ACTIVIDAD	ARTEFACTO DIGITAL	HERRAMIENTA
Contextualización del proyecto	Infografía	Piktochart
Pregunta guía	Vídeo-presentación	Powtoon
Organización del trabajo	Calendario colaborativo	Google Calendar
Discusión de ideas	Mapa mental	Popplet
Búsqueda de información	Explorador, buscador	Chrome, Mozilla o Explorer
Planificación el trabajo	Documentos colaborativos	Drive, Dropbox
Elaboración de material	Posters, juegos, fichas de trabajo	Glogster
Creación del cuento digital	Práctica de pronunciación Creación del cuento	Voicethread Make your story, Storybird, Sock puppets, Storyplanet, Story Creator…
Difusión		Twitter, blog o página web del grupo, link a la página web de la escuela

Negociación con socios
Mis socias dentro de mi centro son la jefa de departamento del departamento de Servicios a la Comunidad (Eli Arrona) y la Jefa de Estudios (Kontxi Arana).

Mis socias para llevar a cabo el taller de cuentacuentos en inglés son la directora de la Haurreskola de Elgoibar y las coordinadoras de Preescolar de la Ikastola de Elgoibar y de la Herri Eskola de Elgoibar. Los cargos para el curso que viene todavía no están claros, de ahí que sus nombres no estén definidos.

La comunicación con todas estas personas será a través del correo electrónico.