Training and consultation process

The training and consultation process to help teachers and schools to teach team learning consists of a set of activities aimed at regulating and guiding teachers when planning, developing and evaluating the progressive incorporation of the CL / LC Program (Cooperating to Learn / Learning to Cooperate) in the classrooms and in the center.

The activities and tools of this process are the result of two R – D – D projects carried out by the Research Group on Attention to Diversity (GRAD) of the University of Vic – Central University of Catalonia (UVic-UCC) : “PAC Project (1): Inclusive Didactic Program to attention at students with diverse educational needs in the classroom. An evaluative investigation “(Reference: SEJ2006-01495 / EDUC) and the PAC Project (2): “Case study on the development and counseling process of the PAC Project’s inclusive educational support program (Reference: EDU-2010-19140).”

One part of the first of these projects (planned from the GRAD research line on Cooperative Structuring of Learning) consisted of evaluating the program itself, and the other part (planned from the GRAD research line on Advice for the Improvement of Learning). the Educational Practice) was dedicated to identifying which elements of the counseling process had contributed in a special way to the incorporation of the CA / AC Program to the centers that applied it experimentally.

The analysis of the data obtained in the training and counseling processes carried out in different educational contexts by the members of the Group of Trainers on “Inclusive education, cooperation between students and collaboration between teachers” of the Center for Innovation and Educational Training (CIFE) of the University of Vic-Central University of Catalonia (UVic-UCC), has made it possible to develop the set of guidelines and instruments of what we call the Training / Consultation Process to “Help Teach to Learn as a Team”.

This process is structured in three stages, each of which is developed, in general lines, in one or two school years: the Introduction Stage, the Generalization Stage and the Consolidation Stage.

In each stage, a set of activities is proposed to know and test the proposals of the CA / AC Program: planning activities for their incorporation in the classroom, individual self-evaluation activities and in the team of participating teachers of the incidence of this incorporation, and evaluation and planning activities for the generalization and progressive consolidation of the CA / AC Program.

Introduction Stage

In the introductory stage, the teachers participating in the process make a first approach to some proposals in each of the three areas of the program and plan some activities related to their interests and objectives to improve their teaching practice. In this way, it verifies its impact on the classroom climate, on the learning of some contents and on learning how to work in cooperative teams. Based on their evaluations, the planning of a more systematic and progressive application of these proposals begins in the next stage.

Etapa de Generalització

En l’Etapa de Generalització el grup de professorat de cada centre que ha realitzat la introducció, planifica i desenvolupa una doble generalització d’allò que ja ha conegut i provat en l’etapa anterior: a nivell individual, el professorat participant aplica l’aprenentatge cooperatiu de forma sistemàtica en les àrees o grups de la primera etapa i en noves àrees o grups; i, a nivell de centre, el grup més iniciat acompanya a un nou grup de professors i professores en la iniciació del programa i en la presentació de les propostes del tres àmbits del programa, tot compartint la planificació d’aquestes propostes, el seu desenvolupament en les aules i la seva avaluació. Aquest procés de generalització es pot repetir en fases successives, ampliant progressivament el professorat participant fins assolir un nombre suficient per consolidar-lo com a projecte de centre.

Etapa de Consolidació

En l’Etapa de Consolidació, a nivell personal, un nombre important del professorat del centre va introduint l’organització de l’activitat docent mitjançant l’aprenentatge cooperatiu com una forma habitual i central de treball en les aules. A nivell del centre, s’incorpora l’aprenentatge cooperatiu, en totes les etapes educatives, al projecte educatiu com un element d’identitat del centre, i es dota d’instruments com és ara la Comissió de Coordinació de l’Aprenentatge Cooperatiu, que vetlla pel seu seguiment i per una pràctica reflexiva permanent, tot prenent com a referència la cooperació entre l’alumnat i el professorat i, a més, una part rellevant dels membres de la comunitat educativa el consideren un element d’identitat del centre.