HOW

OUR SCHOOLS

HAVE CARRIED OUT

THE ACTIVE PROJECT

Within the same framework of Values

each school has adapted these Values

to its context and situation.

CONFLICT1.- THE CONFLICT AS AN OPPORTUNITY FOR CHANGE AND IMPROVEMENT

2.-SITUATIONS OF RACISM , DISCRIMINATION ... IN SOME SECUNDARY SCHOOLS ARE THE KEY

FOR WORKING ON HUMAN RIGHTS

VALUES

THROUGH A DIALOGUE ATMOSPHERE

THROUGH COOPERATIVE LEARNING

1.- JERÓNIMO ZURITA SCHOOL 

 

THE CONFLICT AS AN OPPORTUNITY FOR CHANGE AND IMPROVEMENT

 

 The theme of the Project arises from a conflict which came up in the classroom or at school.

   

The problem was that in the classroom there were some South American pupils without friends.

It was necessary to ask South American pupils.

Pedagogical-Social dimensions:

What sort of strategies have to be carried out in order to get the project through ?

 

* To develop Learners Autonomy

 

* Strategies to work in teams.

 

* Cooperative learning:

TO ENLARGE CONTENTS

* Different and diverse sources of information.* Something you have been surprised by ( We also learn

with our hearts, with what touches us, affectivity)

 

Pedagogical dimension:

  Respect for diversity, it means, among other things:

To incorporate different sort of languages:

body, visual, musical language.

Ethical Dimension:

 One question

What to do when we feel we are falling into the same stereotypes.

 

A CLOSE SOCIAL PROBLEM:

* KNOWLEDGE,

* ANALYS,

AND

* PROPOSAL FOR ACTION.

 

2. MIRALBUENO SCHOOL

 

SITUATIONS OF RACISM , DISCRIMINATION ...

IN SOME SECUNDARY SCHOOLS ARE THE KEY

FOR WORKING ON HUMAN RIGHTS

 

Three working teams:

-         Human Rights in Europe

-         Violation of Human Rights in some countries

-         Human Rights in the school.

 

Pedagogical dimension:

Questions to answer

 

Social or Political dimension ? Outside

Ask questions to people from those countries who live in Zaragoza.

 

Political dimension : Outside

Proposals for the school in order to get a better respect for Human Rights.

................. for the local area .....................

3.- MEDINA ALBAIDA SCHOOL

VALUES THROUGH A DIALOGUE ATMOSPHERE

 

Content : The French Revolution

 

Pedagogical dimension:

1.- Previous considerations in the classroom

What do others expect from me?

How can I collaborate?

What do I compromise for?

Students do a written compromise.

Distribution of tasks

Besides the tasks all had to do.

 

 

 2. Aim:

To create a debate.

To put into other one’s feet, contextualize,…

Some pupils In favour,

Some pupils against

QUESTIONS: What do you think a peasant, a knight…would have told?

The teacher presents varied MATERIAL:

Engravings of the Age.

Documents, portraits, graphs…

 

 

 

 

FINAL PRODUCT: Students make a newspaper with engravings of the age dealt with.

 

4.-PEDRO DE LUNA SCHOOL

 

VALUES THROUGH COOPERATIVE LEARNING

Let’ s work - in project

- tasks,

- in groups of experts,

- through games, dialogue, questions.

Outside : Other people can teach us.

Ethical Dimension: To value the others

To discover we need each other.

Social Dimension: It is different what we learn from a book.