WORKING, TEACHING, LEARNING: PROJECTS IN SEVERO OCHOA HIGH SCHOOL AS A LEARNING EXPERIENCE

Abstract

Introduction. The TEA Project emerges to face a changing and not so favourable context. It comes with a thorough process of analysis and training of the teachers involved. Our TEA has become the driving force of methodological transformation in our centre with the introduction of new ways of working.

Method. With an eye on cooperative patterns, we have created our own paradigm, reinventing ourselves by means of a slow but safe progress, where projects have become the main focus of our teaching-learning processes. In this article we explain how we came across cooperative learning, the PBL methodology, projects based on centres of interest or service-learning projects. All of that has inspired our initiative.

Result. All change aimed at being continued over time must be accompanied by measurements and results. Among other data, we show how we have improved the academic performance of our pupils while reducing early school leaving and virtually tripling the number of students carrying out non- compulsory secondary studies in Bachillerato.

Discussion. With the target of an inclusive school and considering diversity as a rewarding factor, TEA opens up doors and makes integrative and competency- based methodologies a reality.