GEP Portfolio

Manuel BenéitezIrene BecerraRaquel Seró

2021-2022

Ins Apel·les Mestres

GEP Portfolio

AMONG US

PBL project

Video samples

Reflection after implementation

Other materials

CRASH

School context

Final task 1 & 2

Video samples

Reflection after implementation

93 338 66 31

a8035238@xtec.cat

www.apellesmestres.cat/

Other materials

The high school

INS Apel·les Mestres is an educational institution with more than 40 years of history. It began its activity in 1979. The center of education is surrounded by landscaped areas, with a central building divided into three floors that has a big multipurpose classroom, laboratories, technology classroom, drawing classroom, music classrooms, mediation classroom and a library. There is also an attached building where we find the gymnasium with multi-sport courts and the clinical SIEI classroom. The classrooms are large, ventilated and sunny. The center is connected to the Internet, with all classrooms computerized with PDI. The student works with a personal computer.

Geolocation

Sanfeliu neighborhood is part of Barcelona Metropolitan Area. Geographically, it is limited by the Center neighborhood to the south, Esplugues de Llobregat to the north, Cornellà de Llobregat to the west and Can serra to the east. The neighborhood has Can Boixeres metro station (line 5) and several bus lines of the city. Furthermore, Sanfeliu has several social, cultural and sports facilities (leisure center, adult schools, civic centers, cultural associations, nursing homes and sports centers). The high school, together with several primary schools in the area act as a key part in the set of cultural activities that take place in the neighborhood.

INS Apel·les Mestres is a public high school of L’Hospitalet de Llobregat located in Sanfeliu neighborhood. As of 2022, the registered population stands at 274.322, from which the foreign population amounts for 67.213 people. By population, it is the second largest in Catalonia, being one of the most densely populated cities in the European Union. The largest ethnical groups are Moroccan, South Americans, Pakistani and Chinese.

School context

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Final task 1 & 2

This project is addressed to 2nd ESO students. 2nd ESO has three lines, but is divided in 4 groups of 20-22 pupils per class in order to accompany the students through their learning process. Most pupils are about 13 years old, except for two students, who are repeating the course and are a year older The groups are fairly heterogeneous, both at the socioeconomic and academic contexts. On the other hand, there are also pupils with learning disorders such as dyslexia or learning delay, as well as SIEI student inclusions. Distributed in the four groups, there are also newcomers who attend the Aula d'Acollida program in order to learn the vehicular language of the center, Catalan. For most of the students, Spanish is the vehicular language and, even though the teachers teach in Catalan, it is difficult to get them to speak it, especially between them.

Description of ESO 2nd grade groups

Methodology and innovation

The center is committed to educational innovation and takes part in different projects that are part of its identity: PBL center project, Rockins project, reading plan, tutorial plan, language project, art project, application project of Learning and Knowledge Technologies, “Agenda 21”, community service project, cohesion project, activities and outings, reception plan for new students and “mobil.edu” project. It is also part of the Basic Skills Network and has been part of the new school 21 until December 2019.The idea and the structure of the task presented is based and adapted from Domènech-Casal J., Gasco J., Royo P., Vilches S. (2018) Proyecto CRASH: enseñando cinemática y dinámica en el contexto del análisis pericial de accidentes. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 15 (2), 2103. doi: 10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2103

Teacher-Student interaction

Student-Student interaction

Raquel Seró

Vídeos

Title 1

Teacher-Student interaction

Student-Student interaction

Irene Becerra

Vídeos

Title 1

Teacher-Student interaction

Student-Student interaction

Manuel Benéitez

Vídeos

Title 1

The activities that worked better were those more visually and dynamic, such as the Padlet vocabulary glossary, the poster or the experiments performed in the yard.Considering the fact that we have already taken our programming as flexible, the activities have been adapted. For example, once we did an activity to work the vocabulary,we noticed that some students struggled a bit to remember the meaning of some words. Thus, we introduced a mime activity to reinforce the vocabulary.The activities that worked better were those more visually and dynamic, such as the Padlet vocabulary glossary, the poster or the experiments performed in the yard.Considering the fact that we have already taken our programming as flexible, the activities have been adapted. For example, once we did an activity to work the vocabulary,we noticed that some students struggled a bit to remember the meaning of some words. Thus, we introduced a mime activity to reinforce the vocabulary.

Reflection after implementation

Car crash cases

Roles

Other materials

The Court Expert

Court Expert Accreditation

Vocabulary

Title 1

Court Expert Accreditation

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Performance Script

Final Accreditation

Title 1

Court trial Performance

Simulation of the crash

Title 1

Results

Peer-Assessment

Title 1

PBL projectAmong Us!

Teacher-Student interaction

Student-Student interaction

Raquel Seró

Vídeos

Title 1

Teacher-Student interaction

Student-Student interaction

Irene Becerra

Vídeos

Title 1

Teacher-Student interaction

Student-Student interaction

Manuel Benéitez

Vídeos

Title 1

We performed the project in one group of 2nd ESO. Since the beginning, we felt that students were open-minded with the project and they were motivated to put in practice their knowledge through a different language. We observed a positive evolution in student-teacher communication during all the project. However, we have encouraged students to enhance student student interaction, since most of the time they have not communicated with each other (student-student interaction) in English when performing group activities. We organized the 9 sessions in three consecutive days during the first three morning hours. We consider that this structure has been working very positively because it allowed us and our pupils to develop the project with some continuity over time. It also allows maintaining the line of the process through the final product that is the end of the project. We conclude that the experience was short but intense. We have asked students about how they have felt during the project and the feedback has been really positive. As strong points, students have highlighted the main contextualized problem of the PBL project, but also the way to solve it, which involve designing and manipulative strategies, and they have to use their knowledge to achieve the Ms. Fanelli demands. Also, teachers have been agreed with the fact that students have tried to talk in English most of the time, they have been using vocabulary support to perform the final report. Furthermore, the fact that we could have coteaching with English teachers have helped not only to have language support methodologies to prepare the PBL project, but also to help students learning the specific vocabulary. As elements to improve, this PBL project we would add two more hours to practice the oral part of the final report, to take our time to do the one item rubric and to revise the portfolio of each group before finishing the project.

Reflection after implementation

Crewmate portfolio

Ms. Fanelli is our new client!

Other materials

Who are we?

Company logos

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Task tracking

Among Us Instructions

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Prototypes

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One item rubric

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Final Report videos

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