1. IDENTIFICATION
VIDEO TYPE:
Video documentary
PROJECT PHASE:
Implementation activities. Implementation of activities in each country
Name of the Good practice:“Villavisión”
VIDEO TYPE:
Video documentary
PROJECT PHASE:
Implementation activities. Implementation of activities in each country
Name of the Good practice:“Villavisión”
2. INTRODUCTION
CEIP Villaverde is a center of Infant and Primary Education, located in the northern part of the island of Fuerteventura. The village of Villaverde, with a population of about 1700 inhabitants, belongs to the municipality of Oliva. The school has about 170 students / ace, aged between 3 and 12 years and 15 teachers.
In it has been developing for more than 15 years ago an educational experience of great significance among the educational community, "Villavisión" school television. Constituting over the years as a project at school level.
Subjects that good practice is related to
All subjects and all levels can participate voluntarily in the weekly edition of the TV program, depending on the activities to be developed by students and / or central agenda item.
The various presentations can also be worked from several materials together in an interdisciplinary way.
3. MOTIVATION
It is intended that students improve their communication tools, developing language skills and speaking skills.
4. GOALS:
The objectives pursued get are:
Develop competence in linguistic communication in all its dimensions (oral and written comprehension, oral and written expression, and oral interaction)
More specifically the following objectives:
Enjoy listening, reading or expressing themselves orally and in writing.
Adapt communication to context.
Active and effective use of codes and linguistic and non-linguistic skills way.
Search, collect and process information.
5. TARGET AND RESPONSIBLE PEOPLE
5.1. Target people
Students of different levels and stages (kindergarten, primary)
Guests: Families center, a guest of interest.
5.2. Responsible people
Director of Studies, as Coordinator and technician.
Teachers from different areas, as supervisor of the contents of students
6. IMPLEMENTATION:
The development of this good practice involves the following phases:
Phase 1:
The headteacher, (on Monday) through teacher, makes it easier for different groups of pupils / at various levels the script where all program categories are collected and where can participate voluntarily.
The categories are as follows:
Presenters / as
Presentation of animals
Congratulations
Canciones
Poetry
Riddles
Interviews
Curiosities
Presentation of papers
Reading
Information
Humor
Music / Dance
Stories
Theater
Sports
CEIP Villaverde is a center of Infant and Primary Education, located in the northern part of the island of Fuerteventura. The village of Villaverde, with a population of about 1700 inhabitants, belongs to the municipality of Oliva. The school has about 170 students / ace, aged between 3 and 12 years and 15 teachers.
In it has been developing for more than 15 years ago an educational experience of great significance among the educational community, "Villavisión" school television. Constituting over the years as a project at school level.
Subjects that good practice is related to
All subjects and all levels can participate voluntarily in the weekly edition of the TV program, depending on the activities to be developed by students and / or central agenda item.
The various presentations can also be worked from several materials together in an interdisciplinary way.
3. MOTIVATION
It is intended that students improve their communication tools, developing language skills and speaking skills.
4. GOALS:
The objectives pursued get are:
Develop competence in linguistic communication in all its dimensions (oral and written comprehension, oral and written expression, and oral interaction)
More specifically the following objectives:
Enjoy listening, reading or expressing themselves orally and in writing.
Adapt communication to context.
Active and effective use of codes and linguistic and non-linguistic skills way.
Search, collect and process information.
5. TARGET AND RESPONSIBLE PEOPLE
5.1. Target people
Students of different levels and stages (kindergarten, primary)
Guests: Families center, a guest of interest.
5.2. Responsible people
Director of Studies, as Coordinator and technician.
Teachers from different areas, as supervisor of the contents of students
6. IMPLEMENTATION:
The development of this good practice involves the following phases:
Phase 1:
The headteacher, (on Monday) through teacher, makes it easier for different groups of pupils / at various levels the script where all program categories are collected and where can participate voluntarily.
The categories are as follows:
Presenters / as
Presentation of animals
Congratulations
Canciones
Poetry
Riddles
Interviews
Curiosities
Presentation of papers
Reading
Information
Humor
Music / Dance
Stories
Theater
Sports
The teacher encourages his students to participate in any of the categories, either individually or as they / them decide. They can develop a topic related to work in any subject or any other subject of interest. When the issue or the week coincides with a day set the program all program interventions revolve around that topic.
In the case of smaller usually participate at group level.
Phase 2:
Once collected the proposals for programming, enrolled students should work on their respective performances, with the help of teachers and their families if necessary, throughout the week.
Phase 3:
Broadcast of the program:
On Friday 4th hour, it takes place the broadcast of "Villavisión".
Following the order of the program, participants are coming to the room where the recording. To do this, they have a responsibility that is responsible for alerting go different alumni / ae.
All groups follow the broadcast, an hour from their classrooms.
7. POSSIBLE OUTCOMES AND BENEFITS
Possible outcomes and benefits are related to the achievement or otherwise of the objectives of working with students.
They are evaluated among others the following aspects:
The development of competition in linguistic communication in all its dimensions (oral and written comprehension, oral and written expression, and oral interaction)
More specifically:
The participation of students listening, reading or expressing themselves orally and in writing.
Adapting communication context.
The use of active and effective codes and linguistic and non-linguistic skills.
Search, collection and processing of information.
In our visit to the CEIP Villaverde, we had the opportunity to observe how the evaluation process takes place in the classroom.
As proposed, we propose the following possibility to carry it out:
After the broadcast of the program, teachers would conduct a joint assessment (peer assessment) with students about their intervention, favoring the group involved in evaluating and providing feedback to their peers.
a set of criteria that specify the level of acquisition targets worked in each case would be assessed. For it will be delivered to students in the class a tab control group where the above criteria appear. As an example, a proposal is attached to assess the oral presentation of peers / as (peer assessment), from 6th grade.
Depending on the aspects worked with the student / a, that assessment could lead to these more specific aspects (description, summary, etc ...).
It will affect the progress made by the student / a and proposals for improvement for future interventions.
Proposed "Observation Guide for an oral presentation"
In the case of smaller usually participate at group level.
Phase 2:
Once collected the proposals for programming, enrolled students should work on their respective performances, with the help of teachers and their families if necessary, throughout the week.
Phase 3:
Broadcast of the program:
On Friday 4th hour, it takes place the broadcast of "Villavisión".
Following the order of the program, participants are coming to the room where the recording. To do this, they have a responsibility that is responsible for alerting go different alumni / ae.
All groups follow the broadcast, an hour from their classrooms.
7. POSSIBLE OUTCOMES AND BENEFITS
Possible outcomes and benefits are related to the achievement or otherwise of the objectives of working with students.
They are evaluated among others the following aspects:
The development of competition in linguistic communication in all its dimensions (oral and written comprehension, oral and written expression, and oral interaction)
More specifically:
The participation of students listening, reading or expressing themselves orally and in writing.
Adapting communication context.
The use of active and effective codes and linguistic and non-linguistic skills.
Search, collection and processing of information.
In our visit to the CEIP Villaverde, we had the opportunity to observe how the evaluation process takes place in the classroom.
As proposed, we propose the following possibility to carry it out:
After the broadcast of the program, teachers would conduct a joint assessment (peer assessment) with students about their intervention, favoring the group involved in evaluating and providing feedback to their peers.
a set of criteria that specify the level of acquisition targets worked in each case would be assessed. For it will be delivered to students in the class a tab control group where the above criteria appear. As an example, a proposal is attached to assess the oral presentation of peers / as (peer assessment), from 6th grade.
Depending on the aspects worked with the student / a, that assessment could lead to these more specific aspects (description, summary, etc ...).
It will affect the progress made by the student / a and proposals for improvement for future interventions.
Proposed "Observation Guide for an oral presentation"
guia_de_observaciÓn_para_una_exposiciÓn_oral__coevaluación_.doc.pdf | |
File Size: | 151 kb |
File Type: |
8. POTENTIAL DIFFICULTIES IN IMPLEMENTATION
The difficulties encountered in the implementation of this practice can be realized in the lack of means and the high cost involved, especially in the beginning. Once the necessary technical material acquired the project managers say that their biggest problem is not having a specific classroom for the program. Aspect considered essential.
9. CONNECTION OF GOOD PRACTICE WITH ACTIVITIES / PROCESSES AT SCHOOL
As a center project, is linked to all actions that take place in it. Besides this, it encourages the participation of different actors in the educational community in school life, being necessary to note in this respect the close link between families and the school has been achieved.
The difficulties encountered in the implementation of this practice can be realized in the lack of means and the high cost involved, especially in the beginning. Once the necessary technical material acquired the project managers say that their biggest problem is not having a specific classroom for the program. Aspect considered essential.
9. CONNECTION OF GOOD PRACTICE WITH ACTIVITIES / PROCESSES AT SCHOOL
As a center project, is linked to all actions that take place in it. Besides this, it encourages the participation of different actors in the educational community in school life, being necessary to note in this respect the close link between families and the school has been achieved.