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Case

Study Jos Luis Ortega Primaria Ingls 1617


CASE STUDY

WHICH METHODOLOGY WOULD YOU USE AT A RURAL SCHOOL WITH CHILDREN


FROM DIFFERENT YEARS IN ONE CLASS?

1. INTRODUCTION

English for everyone


A new window to a new world
The best methodology adapted to the possible differences in the same group
Active participation also on the side of families
The example will be based on a specific topic (common to any level)
Key competences are the same for any level
More than 15.000 pupils in Andalusia with a ratio, in Andalusia, of 10.5 pupils per
group

2. LEGAL FRAMEWORK

LOMCE 8/2013 that modifies LOE 2/2006; RD 126/14; Decree 97/2015 and Order
17/03/2015
Order 25th of July, 2008
Decree 29/1988 that deals with the constitution of rural schools in Andalusia
Order 15/4/88 that develops the Decree 29/1988
Order 4/11/2015 on Evaluation in Primary Education in Andalusia

3. CONTEXT

Definition and implications of public rural schools and which small villages are
covered
Younger pupils will be working with standards of the older ones and the older will
have a constant revision of what was seen before
There is a deeper contact with families that makes coexistence easier
There is a lack of pre-service training (1/4 of the student teachers will teach in
these schools and not in those in the city center)
Select an appropriated (and real) rural setting for this Case Study: CPR Sierra del
Espino Algatocn (near Ronda, Mlaga), CPR Los Pinares (Peuelas, Lchar,
Granada); CPR Al-Dehecun (Dehesas de Guadix, Granada).
12 pupils: 2 year 2, 4 year 5, 1 year 5, 5 year 6 (Mixed ability group)
Topic: environmentally-friendly outdoor activities and sports

4. ATTENTION TO DIVERSITY

Mixed-ability group: advanced and less advanced, different or common activities


to be graded
Enrichment activities
Boy on a wheel-chair




Case Study Jos Luis Ortega Primaria Ingls 1617

5. EDUCATIONAL INTERVENTION


Methodology:
o Task-based
o Process and product
o Cooperative work (intra and inter levels) (assumption of teaching roles)
o Routines
o Classroom decoration
o Learning corners (plenty of room)
o Reading corners (plenty of room)
o Common games, songs and tales, adapted to the different levels
o
A common task on environmentally-friendly outdoor activities and sports
o Same task for the whole group
o Different roles depending on the level
o Cooperation with families (visiting farms, forest, cottages, rural houses)
o Presentation uploaded on the schools blog: video, glogster, PPT,
o An example of a task: Prepare a guide to be uploaded on your village
townhalls website in which you present a set of environmentally-
friendly activities using a video, a brochure, a guide and a set of
recommendations to take care of the environment.

5. EVALUATION

Peer assessment: a) general evaluation (inter evaluation) and b) specific (inter


evaluation) using a rubric
Teachers evaluation: assessment of cooperation, participation, development of
key competences, achievement of objectives and evaluation criteria,
Portfolio: each pupil will have his/her own record of their own achievement

6. CONCLUSION

A real challenge for new teachers


Pre-service practice periods should include these schools
No training at universities
Lower level of conflicts and a wider possibility to work cooperatively
Open-minded teachers, open schools and open methodologies