The Challenge Addressed
This practice, aimed at students in the Primary Education Degree, focuses on the analysis and collaborative sharing of teaching-learning methodologies, resources, and experiences to foster skill development and active student participation. It is primarily implemented through the Project-Based Learning (PBL) approach, requiring future teachers to develop leadership and teamwork competence, design curriculum projects that promote Sustainable Development Goals (SDGs), and work within simulated teaching teams.
The approach is student-centered, beginning with an ice-breaker activity: the discovery of a time capsule from a closed school. Inside the capsule, a note from six years ago describes a traditional methodology, focused on the teacher and memorization ("We always listen to our teacher," "The teacher is the one who has the power," "I have to repeat ideas and memorise them"). It also contains objects from students from the previous year that reflect modern, active educational practices (videos, board games, “Scaffold”, research posters, Lego pieces, a book on escape rooms, images of EntreComp and DigComp, etc.). This contrast serves as a starting point for critical reflection.
Why the Practice is Innovative
The practice uses Project-Based Learning (PBL) as its primary approach, requiring future teachers to actively engage in the design and implementation of learning projects.
The contrast between the traditional teacher-centred methodology represented in the time capsule and the modern, active educational practices represented by the objects provides a starting point for critical reflection on teaching and learning.
Type of Integration and Key Competences
The four key competencies developed are:
1. Multilingualism: Involves maintaining and further developing the mother tongue and official language (Basque), knowledge of vocabulary in Spanish, English, and Basque, and respect for each person's individual linguistic profile.
2. Digital Competence: Focuses on understanding how digital technologies support communication, creativity, and innovation. Regarding DigComp, it covers the communication and collaboration area (interacting and collaborating through digital technologies) and the digital content creation area.
3. Personal, Social, and Learning to Learn Competence: Students must be aware of their learning strategies and competence development needs. It promotes decision-making, negotiation, empathy, and self-evaluation. It is based on the three LifeComp areas: Personal (self-regulation, flexibility), Social (empathy, collaboration), and Learning to Learn (growth mindset, critical thinking).
4. Entrepreneurship Competence (EntreComp): It seeks the development of the resources and into action areas through creativity, critical thinking, collaboration, mobilizing resources, communication, negotiation, sense of initiative, and agency.
Role of the Teacher/Trainer
The role of the teacher (lecturer) is that of a facilitator and guide, providing didactic materials and resources online and offline in different languages (Spanish, English, and Basque), and connecting students with experts.
Type of Learning Activities
The learning activities are student-centered and developed in autonomous groups: they must analyze different active methodologies (such as PBL, Problem-Based Learning, Service Learning, Flipped Classroom, Learning-Communities, Design Thinking, Dialogic Reading, Micropolix, First Lego League and Escape Room), write a report, prepare a presentation using digital or other means, present their work to the class, and complete an online questionnaire.
Additionally, each group performs a co-evaluation using specific rubrics.
Impact of the Practice
The practice has been successful and has evolved over the past five years, with plans for expansion next year, including collaboration with students from other university campuses and even other subjects within the Primary Education Degree.
Potential for Replication
Working through PBL and in an interdisciplinary manner is considered one of its greatest potential advantages.
Innovator: Arantza Arruti - University of Deusto