Proyecto Includ-ed en funcionamiento en el IES. Versión en Inglés

1. IES PROFESOR JULIO PÉREZ
RIVAS-VACIAMADRID

2.  THE INCLUDED-ED PROJECT IS FRAMED
WITHIN A MORE GENERAL PROJECT
DENOMINED LEARNING COMMUNITIES AND
INCLUDING THE FOLLOWING PROGRAMS:
 INCLUD-ED
 INTERACTIVE GROUPS
 DIALOGIC LEARNING
 DIALOGUE SOCIAL GATHERING
 EDUCATIONAL PRACTICES OF SUCCESS

3.  It is a successful educational action aimed
at improving learning and coexistence
 Promotes peer learning
 Cooperative / collaborative work.
Students learn in work groups
 Entry of families / environment in the
classroom: volunteers Biweekly
periodicity

4.  The classroom is
organized in
heterogeneous groups
 Maximum 4 groups of
6 is ideal
 Heterogeneous in sex,
curricular level,
attitude, including
pupils with special
needs, different
nationalities and
ethnicities

5.  PRACTICES OF DIFFERENT THEMES WORKED
ACCORDING TO THE LEVEL IN DIFFERENT
SUBJECTS
 MATHEMATICS
 SPANISH LANGUAGE
 READING
 ENGLISH
 ART
 PSYCHOMOTRICITY
 SPORTS
 CLASSIC CULTURE

7.  4 different activities related to the subject
worked.
 They can be review or practice of what is
working.
 Each one should last approximately 15 minutes
 Every 15 minutes the students change activity.
changing places: rotation.
 In each job there must be a volunteer who
manages and energizes the group but does not
intervene in the contents of the subject.

9.  All students participate in the development of
the activity and must provide their opinion on
the result or response of the work.
 Consensus or agreement among the students of
the group.
 Distribution of tasks and sharing.
 Everyone notes or does their homework.
 Until everyone does not understand it, there is
no progress.
 If the activity does not end, nothing happens,
the important thing is the learning process.

11.  MANAGE THE CLASSROOM.
 Makes the groups.
 Prepare the tasks
 Inform volunteers
 Direct the practice:
 Organize the layout of the tables
 Mark the rotations
 Solve doubts
 Control the classroom
 Counsel volunteers
 Fixes tasks
 Evaluate

13.  MOTHERS / PARENTS / GRANDPARENTS OF THE
CENTER
 EX-STUDENT
 NON-TEACHING STAFF Their profile can be as
varied
 They do not have to know about the subject they
are going to work with students.
 We can inform them of what the activity and its
content will consist of
 We will give them instructions on the purpose of
the tasks to be worked Y
 THEIR WORK IS TO SUPERVISE THE OPERATION OF
THE GROUP

15.  ENHANCES PARTICIPATION
 CONTROL THAT ALL PARTICIPATE
 PLACE ORDER IN PARTICIPATION WITHIN THE
GROUP
 CONSULT WITH THE TEACHER IF THERE ARE
DOUBTS
 ASK FOR HELP IF ANY PROBLEM ARISES
 DO NOT GIVE THE REPUESTAS
 DO NOT RESOLVE THE TASK
 DO NOT SAY DIRECTLY IF IT IS OK OR EVIL

17.  GROUP OF TEACHERS WHO WANT TO START IT
 MAKE AN INCLUDED-ED CALENDAR
 Days and hours in which you are going to make
 SEND A LETTER TO THE SCHOOL'S FAMILIES
 Especially to the families of the class that is going to put it
into practice
 Short information about the program
 Invitation to a small performance talk
 THERE MUST BE A VOLUNTEER COORDINATOR
 VOLUNTEER DATABASE WITH AVAILABILITY
 Emails / whatsapp

21.  LEARNING IS OF GREATER QUALITY
 ADVANTAGES OF LEARNING BETWEEN EQUALS
 GOOD STUDENTS GET BENEFITS
 CONSOLIDATE KNOWLEDGE
 THE STUDENT WITH DIFFICULTIES LEARNS BETTER
 AT THE AFFECTIVE LEVEL, TIES OF RESPECT
ARE ESTABLISHED AMONG ALL THE STUDENTS
 Students with less acceptance are sometimes
able in some specific skill
 DIVERSITY NOT LIKE A PROBLEM
 IMPROVES COEXISTENCE
 IMPROVES ABSENTEEISM

23.  PARENTS UNDERSTAND THE FUNCTIONING OF
THE CLASSROOM
 THEY ARE PLACED IN THE PLACE OF THE
TEACHER
 THEY ARE PART OF THE SCHOOL AND THE
LEARNING PROCESS OF THEIR CHILDREN
 VOLUNTEERS BECOME AN IMPORTANT FIGURE
IN THE SCHOOL
 INCREASES THE INVOLVEMENT OF FAMILIES IN
OTHER ACTIVITIES