“The ‘new pedagogies’ are not just instructional strategies. They are powerful models of teaching and learning, enabled and accelerated by increasingly pervasive digital tools and resources…”
A rich seam
The school in the town of Villa Constitución, in Salto, has started down the ‘new pedagogies’ path with a desire not only to provide continuous improvement and better quality education, but also to enhance student learning by providing them with tools necessary for their extracurricular life.
This institution has brought together a management team that has a great desire to excel and put students at the center of the learning process. The management team is combined with teaching staff who are convinced that the development of 21st century competencies is crucial to providing students with the necessary tools for success.
Through the development of projects.
Creating a student centered environment means not only thinking of teachers as transmitters of knowledge, but also as activators and researchers in a horizontal relationship.
According to what María del Verdum Meroni (Director), and some of the teachers told us, the work of the school has focused on the development of integrative projects that address student interests.
Some of these projects in which many of the children have participated are the “science clubs,” “literary cafés,” and short film competitions. The work involved in the science clubs and in making short films poses the challenge of getting the finished product to reach a level of quality in proportion to the resources available. The creation of a literary café involves transformation of spaces in order to create pleasant and inviting areas to read, comment, share and enjoy.
These and other suggestions are aligned with the objectives of the school and support the development of students’ skills.
Focused on communicative competence.
After evaluating the school against a rubric, the teaching staff and the management team created an action plan and proposed two of the 6C’s, collaboration and communication, as the focus for development. Greater emphasis has, however, been placed on the communication component.
The school has proposed several objectives for the development of communicative competence in its broadest sense. It pays attention to a vulnerable population with one overriding goal: communication.
Peer communication – before a real audience, with a critical approach to a world full of information, and communicative development which has been previously unconsidered – demonstrates a clear need for students to have valuable and useful tools that allow not only proper management, but also correct interpretation of the information received. In this way, teachers, community members and students are able to implement a coherent and organized plan of action together.
By Nelson Carbonell
Mentor de la Red Global de Aprendizaje