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Ideas for the transition to a "job competency."

In a working forum in which I participate, I have included this proposal, now moving here to share in 'that other forum friends "

are many comments I hear about the difficulty of carrying out programs for Integrated Tares to develop basic skills.
All right. However, many comments and education professionals who support the idea that the transformation to an education based on developing skills necessary .

I bet a transition "peaceful" which starts from of initiatives the teachers. Clearly we can not break in one go with everything we have been doing for so long and we have assumed teaching culture.

can not sit still for others to begin.

Therefore, in areas that move me propose what I call "initiate a process of change." we can not wait for every year a new generation 'lost it'

To this end, the initiative is to bring all the cloisters and discuss each small center proposals.

This is mine, that just is not new.

The first step would be included in all educational programs, cycles, proposals for content and objectives / evaluation criteria that may be susceptible to develop from a small project or task integrated.
The next step would be to schedule a new teaching units (or units of work) as a Small Project or as an integrated task.

This activity could be located in what might be called "project week" or "End-of-term project" or any name that attracts us to the teachers of each of the centers . This is not as new as it seems. Organizationally resembles experiences something we do, what we call cultural week.

chose three "axis of contents" to the whole school year. Each cycle a small project or program Integrated Task per quarter in which to develop a series of curriculum content for the cycle in question. The spirit of the work must be an investigator.

The last two weeks (or last week) in the quarter, carry out this "work." To do this leave the book as a guide all, auqnue serves as a reference.

What do we get?

• All areas are integrated into the project (globalize ) ; t odes of class time devoted to the same (flexibility in schedules) . work in cycles (more flexible groups) ; create heterogeneous groups may belong to different classes and groups that make up the cycle. Groups must have a cutting structure cooperative or at least, collaborative ( change methodologies and interactive learning favor). The supports are incorporated into the work, thus having two teachers in the classroom or the classroom support. Active members of the AMPA (as they do at other times) collaborate on projects. So we will be more people working on the same idea (interactive groups with adults and peers) . Program the necessary use of the school library and municipal (if any), the necessary search of online information and the use of technological resources in the initiation, development and exposure of the project or task. (cross-sectional areas). Teachers do not explain, only present and guide. The students are the think, analyze, develop, reflect on, expose, recall, transfer .... The works are set to end ( Decentralization of education). And of course, seek functional learning, students see its usefulness.
• We can ask: U na session work from a webquest. A talk from someone in the street to provide ideas and experience on our theme .. An exhibition based on wall, power point, built artifacts, recorded video ... We can schedule conferences and performances of the students: The can do at school or in the municipal hall and other groups attending the school , environment, parents, family members are exposed .... Work in reality and on the web (blog, you tube, Website, ....)

In Finally .. this is my small contribution in another post, I will try sequencing it better, but did not want to miss more days without exposing this idea .. From here we work together and improve the proposal round. That is my purpose and I therefore hope and desire, comment.