The name of the Think S(h)are project reflects its main goals and concepts: thinking, sharing and the SARE network of skills and knowledge. This project seeks to enrich the curriculum in all classrooms though the broad deployment of innovative methods that foster experimentation and significant learning using various formats and learning spaces.
The aim is to create spaces and times that can activate learning processes based on the transfer of knowledge and skills. It is a system of "interlinked spaces" in which students take a path on which they acquire certain skills and knowledge by experimenting with numerous items (manipulative play, apps, board games, etc), with various degrees of autonomy, freedom and regulation. This path comprises four spaces, each characterised by a different style of learning: guided learning, autonomous learning,didactic play and free play.
Workshops are learning spaces in which actual experimentation, observation, investigation and analysis, the collection and recording of data, the drawing up of hypotheses and estimations, etc. take centre stage. The BiziMat programme is the best evidence of the effectiveness that such methods bring to many areas of content in mathematics and geometry, statistics and probabilities, measures and sizes, etc.
Through this programme, pupils in infant education acquire knowledge about living in society (culture, customs, rules, etc) and develop the social and emotional skills required to tackle life in the most positive, balanced way possible. This is a space which on the one hand deals with spontaneous, day-to-day conflicts and on the other hand works explicitly and preventively on the capabilities and skills attributed to socially and emotionally healthy and happy individuals.
The purpose of this programme is to develop artistic creativity, and to that end two learning and experimentation spaces are established. One of them focuses on the acquisition of basic skills and techniques for painting. The other provides time and space for absolutely autonomous, independent, dive urgent creativity in which pupils can experiment with a wide variety of materials.
Young children are all architects by vocation, and this programme seeks to make the most of their innate abilities to construct things by getting them to design buildings, spaces and a range of elements in a collaborative, creative fashion.
We are strongly committed to introducing and using new technologies in the classroom. We provide times and spaces in which such tools are used in response to real learning needs, as a way of improving the intellectual and social performance of pupils.
At this stage we develop the first notions of programming using the BLUEBOOT robot. As occurs with classes of five-year-olds, pupils are provided with an effective tool for experimenting with notions of space and programming.
Hands-on manipulation and experimentation take centre stage in mathematics sessions, thanks to a range of didactic games, materials and apps used to develop skills and knowledge concerned with mathematical concepts via the Linked Spaces methodology.
In primary education manipulative play workshops are added to set pupils actual, meaningful situations in which they must develop sufficient skills and knowledge concerning geometry, measurement and estimation, probabilities and statistics, buying and selling and the function of money, etc.
This is a programme that features projects concerned with exploring the natural world, where pupils take the role of investigators and explorers, putting forward hypotheses, collecting and analysing data and thinking about the causes and effects of nature. The school garden plays a leading role in this programme.
The "Ikerkerlari" infant education programme is upsized here and turned into sessions based on the Problem Based Learning (PBL) method, in which pupils acquire knowledge about their social and natural surroundings through investigation with a view to solving a real problem that they identify in line with their own concerns. .
This programme is applied in classes of four and five-year-olds. It seeks to take advantage of the innate curiosity of children by encouraging them and guiding them towards effective, reflective thinking through questioning, discussion of moral and transcendental dilemmas and internal and joint reflection. It seeks to develop the awareness and commitment that they need to become individuals with a great desire to explore and learn about all that surrounds them. The "Socratic method" is an essential part of this process: it gives value to the truth and knowledge that each pupil holds. In this way we elicit independent, creative, divergent thinking and respect for the product of individual reflection, transcending the "truth" and "limited conceptualisation" of ideas.
These sessions are staged using the Linked Spaces method in a large-group format, and are an ideal way of giving free rein to pupils´ innate discursive creativity. The main objective is to immerse pupils in the development of different types of discourse and text through games and play, providing them with motivations for seeking to improve their discursive skills by acquiring an endless variety of stylistic, rhetorical, linguistic resources. They learn about and take on board each type of discourse, actually experiencing it and creating it through games designed to elicit its use. They also interact with various cultural elements from literature so that they feel like poets, writers, playwrights, actors, etc.
The library is the third and final learning space in the Linked Spaces system, with sessions in Basque and Spanish. It becomes an effective tool for encouraging reading. The library is a large scattered with pouffes and foam bench seats that can be moved around to form an endless number of structures and spaces in which pupils can relax and enjoy reading collectively and individually.
The students at this stage can choose from a wide array of activities according to their interests: dance, choir and artistic expression.
These activities are aimed at promoting the students´ creativity.
Among the different topics we work through these projects we can find contact with nature, zero kilometer or the possibility of consuming local vegetables. We can also increase the awareness of diet in our system, as well as the promotion of sustainable comsumption.
All this is thanks to the school garden and the Laia project which coordinates all the work done.
Laia- School Garden
Compulsory primary education comprises six years, during which basic skills are consolidated and working techniques are introduced to help pupils analyse and acquire a more rational, objective view of reality. Increasingly complex tasks are introduced, work on cooperation begins and pupils become more and more autonomous. Throughout this process a wide range of learning circumstances and rates emerges, depending on individual differences, and this requires proper treatment of the uniqueness, autonomy and emergence of each pupil.
Competencies and tools are used consciously to investigate and explore knowledge autonomously.