Innovation is a topic that has been booming in the educational field, which is our responsibility as teachers in training.
Within the educational innovation, a diagnosis is involved that makes this a response to the needs that arise due to the context and the students to whom they are directed, favoring them within the Teaching-Learning process.
innovation-educational-learning-collaborativeThe purpose of this innovation project is to make improvements to benefit the learning of primary school students. It is focused on collaborative learning, an outstanding problem in different contexts to which they have been observed during the different semesters; which coincide in the impact of children's development.
Abstract
Innovation is a topic that has seen a boom in the educational field, which worries us as teachers in training.
Within educational innovation there is a diagnosis that makes this a response to the needs that arise from the context and the students to whom they are addressed, favoring them within the Teaching-Learning process.
The present innovation project aims to make improvements for the benefit of elementary students, it focuses on collaborative learning, the pending problems in different contexts that have been observed during the different semesters; that coincides in the impact of the child's development.
Presentation
Innovation, is understood according to (Carbonell, 2001), as an improvement that is made within a specific area, this project focuses on education.
This project aims to have changes in the daily activities of students, improving their learning environment, this is because it is carried out with a research-action methodology, which through a process of reflection focuses on a problem area determined.
This project seeks improvement in relation to collaborative work among students, it is intended that they discover the importance of working with others, accept and respect all their peers; therefore, in addition to strategies, values will be implemented within the classroom.
At first, a problem was defined, then an action plan is specified in which a hypothesis, general and specific purposes are proposed, strategies that will be innovative that allow improvement with students trying to eradicate the problem, and finally it will be evaluated if the project had the expected impact, checking if the hypothesis was correct or not.
The main theme of this project is collaborative work, since students must learn to work individually, in teams and in groups. This is problematic because not all students know how to establish relationships with their peers during activities.
It is expected that this innovation will have a favorable impact and favor the construction of student learning, since it will work in conjunction with the curricular content.
Thematic concern
Most of the time the dynamics in the classroom are carried out through activities that the students carry out individually, which causes them not to develop skills such as dialogue, socializing, interacting and coexisting adequately with their peers.
Due to the lack of interaction between the students, difficulties arise when they live together and work collaboratively, causing conflicts in the learning process and the classroom environment; impacting on social and academic development, putting up barriers to achieve the expected learning.
Consequently, the scope of the problem is centered on teaching-learning strategies, where strategies have been lacking that allow the inclusion of all classmates and promote collaborative group work to achieve learning.
Justification
The 2011 study plan proposes in the pedagogical principle 1.4. "Collaborative work that alludes to students and teachers, and guides actions for discovery, the search for solutions, coincidences and differences, with the purpose of building collective learning." (SEP, 2011) That is why this topic is taken up again as the main problem, and with the aim of promoting learning for all students, including those who present severe difficulties and are attended by the Support Services Unit for Regular Education (USAER).
Hanushek and Rivkin (1997), mentions that the school and the classroom is a physical space, which favors learning because of the "classroom climate" that is obtained through pedagogical interaction, where teachers play a role fundamental, since the result obtained will make the students achieve in the classroom a climate of tranquility, relaxation and confidence, their students will learn more and better.
It is important that a good coexistence in the classroom is achieved in order to allow students to improve their grades individually and in groups.
In order to promote the grades of the students and their school coexistence, activities will be implemented in a group, random and strategic way so that everyone benefits.
School coexistence is generated in the interrelation between the different members of the educational community of an educational establishment that has a significant impact on the ethical, socio-emotional and intellectual development of children. Living and living with others in harmony requires respect for the ideas and feelings of others, tolerance for differences, acceptance and appreciation of diversity, solidarity, reciprocity and mutual cooperation based on common goals. School coexistence has a training approach, therefore it is considered the basis of citizen training and constitutes a key factor in the comprehensive training of students, as teachers must teach students to learn a sum of knowledge, skills,values and principles that allow them to put into practice living in peace and harmony with others.
Problem Statement
The inadequate coexistence among the students damages the group environment and in turn the activities that they have to carry out in a collaborative way, causing the assignments to have low grades.
What strategies can be implemented to promote collaborative work in order to improve interpersonal relationships?
Hypothesis
- By implementing collaborative work strategies within the learning process, students will understand the importance of working together and in turn will create an environment of coexistence that favors the inclusion of all.
Purposes
General purpose
- Promote collaborative work among students to promote learning and inclusion for all.
Specific purposes
- Apply strategies that promote collaborative work and adapt to the activities proposed in the curricular contents. Promote harmonious coexistence among students through the valuation of diversity and collaborative work. Create favorable learning environments for students and for the benefit of work. collaborative.
Methodology
In this innovation project, a problem solving model was developed which involves action research. Understanding as a model according to the Spanish Royal Academy as a theoretical scheme, a system or a complex reality, which is developed to facilitate its understanding and study of its behavior.
According to Havelock and Huberman (1980) there are three general research models.
- Research and development model Social interaction model Problem solving model
The last model requires carrying out the steps of an action research, for Kemmis and McTaggart (1988), the main benefits of action research are the improvement of the practice, the understanding of the practice and the improvement of the situation in the one that takes place the practice. Action research aims to improve education through change and learn from the consequences of change.
Thus, action research aims to:
- Improve and / or transform social and / or educational practice, while seeking a better understanding of said practice. Permanently articulate research, action and training. Approach reality: linking change and knowledge. Convert practitioners to researchers.
The project will be developed in the action research spiral, taking into account that the group:
- Develop a critically informed action plan to improve current practice. The plan must be flexible, so as to allow adaptation to unforeseen effects. Take action to implement the plan, which must be deliberate and controlled. Observe the action to collect evidence to evaluate it. Observation should be planned, and a journal kept to record the purposes. The action process and its effects must be observed and controlled individually or collectively.
The problem solving model of educational innovation allows improvement through teaching intervention with the implementation of different strategies.
Theoretical framework
Human learning is defined as the relatively unchanging change in a person's behavior from the result of experience. It is important to note that learning in a classroom can be individual and collaborative.
Individual learning (Sucré, 2012) defines it as a method aimed at developing learning skills and promoting personal study habits, security, self-sufficiency and maturity of the individual and collaborative learning is a method that through interaction Information is processed between users to guarantee their assimilation.
It is important to keep in mind that it is what favors both learning, in order to know the importance of the strategies that are implemented. So it is important that an optimal environment is created in the classroom to develop work among students.
Collaborative learning is a teaching approach in which efforts are made to make the most of activities in which help is needed between students, whether in pairs or small groups, within a teaching-learning context. It is based on the fact that each student tries to improve their learning and results, but also those of their peers, also strengthening the interpersonal relationships that are found between the students.
Some of its benefits of collaborative learning according to Sucré (2012) are that:
- It promotes the construction of knowledge because it forces to activate individual thinking, to look for ways to investigate either independently or in a group, and it promotes values in a semi-conscious way such as cooperation, responsibility, communication, teamwork, individual self-evaluation and of the peers. It values the individual contribution since each member of the group fully assumes their responsibility in the task, while socializing it receives the contributions of the group. It promotes the interaction of forms and verbal exchange between the people in the group, which ultimately affects learning outcomes. Insofar as different means of interaction are possessed, the group will be able to enrich themselves, increase their reinforcements and feed back.Stimulates personal and group skills by allowing each participating member to develop and enhance personal and group skills such as: listening, participating, leading, coordinating activities, monitoring and evaluating, and fostering an environment for productive communication and discussion if interdependence is achieved. Optimal among available purposes, systems and equipment. Ensures the quality, reliability and accuracy of the ideas and solutions proposed by making the most of individual capacities for the benefit of the group. It promotes the teaching-learning process, which is conceived as a process active, of the interrelation of the apprentice with the environment that surrounds him.monitor and evaluate. Provides an environment for productive communication and discussion if optimal interdependence between available purposes, systems, and equipment is achieved. Ensures quality, reliability, and accuracy in ideas and solutions raised by maximizing individual capabilities For the benefit of the group, it promotes the teaching-learning process, which is conceived as an active process, of the interrelation of the learner with the environment around him.monitor and evaluate. Provides an environment for productive communication and discussion if optimal interdependence between available purposes, systems, and equipment is achieved. Ensures quality, reliability, and accuracy in ideas and solutions raised by maximizing individual capabilities For the benefit of the group, it promotes the teaching-learning process, which is conceived as an active process, of the interrelation of the learner with the environment around him.It promotes the teaching-learning process, which is conceived as an active process, of the interrelation of the apprentice with the environment around him.It promotes the teaching-learning process, which is conceived as an active process, of the interrelation of the apprentice with the environment around him.
So promoting collaborative learning in peaceful coexistence is important. Mertz (2006, P.16) states that school is the privileged area of intervention for the socialization and formation of social values, and to prevent children and young people from being victims or perpetrators of a wide range of negative behaviors, now and in the future. Also taking into account that the school is a place where a person is trained who can develop skills that according to (SEP, 2011) are important for life, some of them are:
- Skills for handling situations. Its development requires: facing risk, uncertainty, planning and carrying out procedures successfully; manage time, promote changes and face those that present; make decisions and assume their consequences; manage failure, frustration, and disappointment; act autonomously in the design and development of life projects. Competences for coexistence. Its development requires: empathy, relating harmoniously with others and nature; be assertive; work collaboratively: make agreements and negotiate with others; grow with others; recognize and value social, cultural and linguistic diversity. Competences for life in society. And it requires: deciding and acting with critical judgment against social and cultural values and norms;proceed in favor of democracy, freedom, peace, respect for legality and human rights; participate taking into account the social implications of the use of technology; combat discrimination and racism, and awareness of belonging to your culture, your country and the world.
So a learning environment should be peaceful, collaborative, promoting values to be able to work with other peers, eradicating negative reactions such as verbal and physical aggression among students.
A healthy, harmonious school coexistence, without violence, has a direct impact on the quality of life of all members of the educational community, on the results of learning, on knowledge management and on improving the quality of education.
Strategies
- Let's walk together (group integration)
Ask students to walk around the room while listening to background music, suddenly the music stops and ask to form teams of two or three members, inviting them to perform a fun challenge:
- Greet each other with the soles of the feet. Jump on one foot holding hands.
Subsequently, instruct the teams to separate and put the music back on, inviting the students to walk again, but this time when the music stops they will form teams of four people. A challenge will be requested again, such as:
- Form a circle holding hands and squat all together. Form a letter with the use of their bodies.
The activity will be repeated until teams of eight are formed and more complex challenges are carried out where they all have to work together.
To conclude, the students will be asked to sit in a circle and ask: Why did you like the activity? What did you not like and why? How did you feel when you were close to your classmates? Why is it important to work all together? Try to guide the reflection towards the importance of knowing each other, participating in activities and working together to achieve common goals.
- That's how I am
Provide each student with a sheet of paper which they will stick on their back. Students will be instructed that everyone should write a quality that characterizes the person, rules should be established about what they cannot put on the sheet. Once everyone has written qualities on the rest sheets, they will be asked to peel it off and read what it says. There will be a group reflection with questions like: Did you know that you had all the qualities that appear on that sheet? How do you feel knowing that your colleagues recognize you that way? Did you discover new qualities in yourself?
- Say it with mime (Theater)
Teams will be formed strategically, one of the members of a team will be asked to come and take a piece of paper, where the name of a movie or an action will be written, once they read it for themselves, they must represent it through moves to your team. As rules of the activity, they will only have 5 attempts to guess it, so it is necessary that once who is acting it finishes making their movements, the rest of the team gathers and agrees on the answer they will give. If they can't guess, another team can give the answer. At the end of the activity, students will be asked how they felt working in teams, what difficulties they presented and how they managed to solve them.
- We create music
Linked to art, students will be asked to develop a percussion or wind instrument, then teams will be formed, ensuring that there is a variety of instruments.
Students will be asked to socialize with the members of their team about the type of sound their instrument produces, and to experiment with them to make musical compositions.
Once they know the type of sound of all the instruments they have, they will have to develop a score that marks the entrance of the instruments and the type of sound, as well as the silences. Finally they will do a rehearsal producing their musical creation to be able to represent it to the rest of the group.
An analysis of the activity will be carried out, asking the students what problems they had when carrying out their composition and how they managed to synchronize the inputs of the instruments.
Evaluation
Let's walk together
- Collaborative participation with colleagues
That's how I am
- Identification of the qualities of all your colleagues and your own
Say it with mime
- Identification of their qualities through collaborative participation
We create music.
- Use of the co-assessment regarding teamwork, using a rubric
| TEAMWORK | I DO IT VERY WELL | I AM LEARNING | I GET REGULAR |
| We all work | We all work equally. | Some classmates do not work to finish the activity. | Only one or two people work. |
| We listen to each other | We all listen to each other and accept the agreements made by the majority | Some do not listen and refuse to accept the agreements that have been made | We don't listen to each other and we don't reach an agreement |
| We help us | We all help each other to work | Some do not help the rest in activities | We fight and nobody helps |
| We reach agreements | We all contribute ideas and organize ourselves in the elaboration of activities | Not everyone contributes ideas and it is difficult to organize activities | Nobody contributes ideas, and some want to do what they want. |
| We had fun | We had a lot of fun doing the activity | We don't all have fun the same | We got bored |
Sources consulted
CARBONELL, J. (2001). The adventure of innovating. The change in the school. Madrid: Morata.
HANUSHEK, ERIC A. and STEVEN RIVKIN (1997): "Understanding the Twentieth Century Growth in America's School Spending." Human Resources Magazine, Vol. 32 (1). University of Wisconsin Press.
KEMMIS, S. AND MC TAGGART, R. (1988). How to plan action research. Barcelona, Spain: Laertes.
MERTZ, CATALINA (2006): «The prevention of violence in schools». Paz Educa Program
SEP (2011) Curriculum 2011, Basic Education, Primary, Mexico: Secretary of Public Education.
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