Red Global | Red Global de Aprendizajes
‘De-Bag Your Life’ (Desembólsate): Learning in the Community

‘De-Bag Your Life’ (Desembólsate): Learning in the Community

“The new pedagogies require students to create new knowledge and connect it to the world by using the power of digital tools”. Michael Fullan   ‘De-Bag Your Life’ developed from one of the Deep Challenges proposals posed by the Global Learning Network (la Red Global de Aprendizajes). One of this year’s challenges, called ‘Melting Antarctica’, dealt with the problem of global warming. The city of Sarandí Grande managed to involve various people from across the community in order to promote collaborative working around this environmental dilemma. De-Bag Your Life On the 26th of August last year, School 38 launched their ‘De-Bag Your Life’ project in front of the community and local authorities. Here we were able to appreciate the important work which had been developed by the school, it’s teachers and students, and the local community, working together for a better city. The project generated an awareness in the community surrounding the school about the necessity to reduce the excessive use of plastic bags following research undertaken by the students on the issue. The Deep Challenges aim to motivate students to become agents of change, and to learn by tackling real problems. The work centres on the cycle of collaborative investigation, strengthening, in this case, collaborative working and communication. According to Evangelina Costa, MAC (Ceibal Support Teacher): “Challenging ourselves implies breaking out of the routine, changing structures, and allowing ourselves to grow personally and professionally. Including learning based on challenges promotes equality, the development of competencies, and the motivation of students, families, and teachers to work together to strengthen bonds…”     The challenge of working with others This...
Agraria de Guichón School: a framework for change

Agraria de Guichón School: a framework for change

“…the school’s aim must be to form the views of those who are under its care; giving light to their spirit, more than to their craftsmanship, however skilled they are.” Pedro Figari Throughout the country, different educational institutions are carrying out a variety of actions that allow the implementation of the new pedagogies. Such is the case at the school Agreria de Guichón in the department of Paysandú. Through small but steady steps, this school has focused on the implementation of change which involves not only transforming the structure of the learning, but also the way in which the students are taught.   Preparation for Change The school combines a management team that promotes new structures with a group of mentors who consolidate aspects that involve new leadership. In this way, the school has taken UTU (University of Work, Uruguay) projects such as CEF (Family Exploration Notebook) and looked to make not only the content but also the methodology work for them. They are supplying students with tools that they can use in a range of situations, not just in the classroom. Through these proposals, they have allowed students not only to investigate themes that interest them, but also to deal with problems outside of school; problems that involve the development of skills, rather than their mere application to a particular type of content. While the learning process allows each group of students to use their own skills to solve the problem, student formation is always the underlying aim. Promotion of Deep Learning The implementation of a project of this type involves the commitment of various parties and the...
A pathway to designing an action plan

A pathway to designing an action plan

“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....
Transcending Borders

Transcending Borders

Primary School No.13, in Tacuarembó, has its eye on an exchange with other countries in the Global Learning Network. So much so, that the Global Hub platform has facilitated a meeting between some of the schools that make up the global community. Exploring other experiences From a corner of the country in Uruguay, Primary School No.13 has become well known. In 2014, it created a connection with a school and teachers from Idaho in the United States, with the aim of learning more about other educational systems and teaching practices. Then in 2016, it created another exchange with teachers from Holland, a country that assimilates the Global Learning Network at an international level through the use of video conferencing. The school has strengthened all of its resources, for example having English teachers at the school, which is key in the facilitation of communication between schools, making it clear that there are no barriers hindering the changes. How was an exchange with Holland established? The director of the school Rosana tells us in detail: “This is our third year networking and our desire to grow continues. One day we were going through the Global HUB reading comments from around the world when we read something that stopped us short. What a surprise! In another continent they were wondering if someone could explain how to use rubrics. They were in Holland. We immediately sent an email to Baukje, the teacher who had written the inquiry. We decided to respond with the MAC in case they answered us. The answer arrived the next day and we set the date for a first...
The network is learning

The network is learning

The exponential advancement of technology opens up both opportunities and challenges in the field of education. One of these possibilities is that of “networking” and gives new meaning to the phrase, “Your capacity is that of your community.” Colonia Nicolich Secondary School is an excellent example of the potential to generate New Pedagogies. In a world full of technology and connections, those in the field of education have realized that every space can be transformed into a potential new learning environment. From this new idea, teachers have begun to rethink their teaching practices. What is the challenge? Not only to seek to integrate technology into the classroom, but also to use technology as a way of speed up teaching, and in turn enhance student learning. Towards New Pedagogies The expression “The network is learning” has several possible meanings, all related to the concept of New Pedagogies. -“The smartest student in the classroom is the classroom” is another expression that refers to the importance of the community itself being a producer of knowledge. Networking creates a link between students, between teachers and even among different schools to promote necessary change. -Nowadays, learning occurs everywhere and at all times, not only during class time, and for this reason teachers now have the challenge of being able to recognize and take advantage of new environments. -In this framework, the Global Learning Network is a network in itself. In other words, it is an initiative that brings together and motivates teachers from Uruguay and the world, to innovate and generate deep learning experiences for the children and young people of today in the...