– Co&Emprender –
Groups from one same academic cycle interact in one same space
by Enekoitz Zatika | Tolosaldea LHII
Two academic courses (1st and 2nd year) from the thermal and fluid installation maintenance cycle are in one same space, both for theoretical and for shop activities.
We realised that we need to provide students with diverse activities oriented toward proper inter-communication between said students to develop their skills. Throughout the entire cycle, they learn the same technologies, but with different sequencing. In 1st course, basic knowledge, and in 2nd course, advanced knowledge related to maintenance work. We wanted to work on communication skills. What better activity to do so than to act as a teacher? We started to do so, and completed a schedule so we could work on the same subjects in parallel fashion. 2nd-year students carry out teaching tasks with 1st-year students, assessing them on the subjects they are working on.
Although we thought that students would be shy, arguing that they didn’t have enough knowledge, they have gained confidence, and bit by bit, the initial tendency that 1st-year students had to ask the teachers has been changing. Given that communication is a highly important transversal skill for us, since it needs to be evaluated, this is positive for students.
A pesar de que creíamos que los alumnos/as se fueran a avergonzarse, argumentando que tenían pocos conocimientos, han cogido confianza y poco a poco la tendencia inicial que tenía el alumnado de 1º de realizar las consultas a los profesores/as, ha ido cambiando. Dado que la comunicación es muy importante dentro de nuestras capacidades transversales, ya que la misma se debe evaluar, todo ello, es positivo para el alumnado.
2nd-year students have more options to develop their technical and transversal skills by carrying out the teacher’s role. In Primary Education, there are certain projects that are differentiated into cycles (Amara Berri), 6 courses in 3 cycles. Why not in Vocational Training?
Relations between students, and especially between different groups, are more beneficial.
We do not believe it makes sense to put 1st and 2nd-year groups in different spaces, even though, historically, this was the model for traditional education. At the job place, at companies, or in technical offices, workers are not segregated into different spaces based on their skills or levels.
Large classrooms are needed.
Schedules must be shared. In other words, when they need to work on subjects, both two years must do so together.
This is applicable to any cycle, as long as the modules are related, and it can be transferred from one course to another.
SELF-EVALUATION OF RESULTS IN STUDENTS
Communication skills are very important for any student or worker.
2nd-year students have the opportunity to develop their skills by taking on the teacher’s role.
We see no need to segregate students by courses/years.
We have been teaching with this organisation style, and we do not regret it.
Give it a try!