Process of creating and putting school proposals into practice

The process to be followed has been summarised in the graphic: “The 7 steps for making your travelling carpet!!!” which is at the bottom of this section's home page (see it here). Below you will find a little more detail on the steps or stages to be followed in the process.

Stage 1

Deciding the classroom project's subject and final product, in line with the school curriculum and the classroom methodology, as mentioned previously. The perspective of the KOINOS project is vital: to consider the diversity of languages and cultures, and the multimodal nature of the materials used for developing the classroom project. The possibility of sharing the work being done in the classroom with other schools via the portal is a key tool for achieving this.

Stage 2

The Linguistic Life Stories will be the starting point for classroom work, which can be done at the same time as, or following, section 3. This is a very important activity for the carpet, as the LLS are the gateway through which diversity makes its presence felt in the classroom. The linguistic portrait or photograph arising from the LLS work of the teacher, the children and the class (and even the families) will provide the other schools with references of the classroom's linguistic reality.

For the process of preparing and writing these LLS, click here.

Stage 3

Negotiations to finalise the subject and the process followed in developing the final product will take the form of a classroom conversation (and, providing it is feasible, families will be invited to make their contributions). The pupils must be given the role that corresponds to them, so they are the agents of their own learning process.

Stage 4

Researching information in every part of the school, in the social and family environments or by asking other schools.

Organising the class into working groups.

Research can be carried out at school, in the neighbourhood, among family members and even by asking other schools for help (there could be a carpet section on the portal).

Suggesting different sources of information, both direct (interviews with experts or acquaintances) and indirect, for example:

Learning and informative texts (with graphics, diagrams, etc.) that can be written or multimodal and in different supports.
Journalistic texts (news items, interviews, reports, opinion articles) that are suitable for the age ranges (printed or multimodal and in different supports)
Fiction: stories, novels and other narratives (for example, travel diaries, personal stories, comics and so on), songs that are written or multimodal and in different suports.
Board games or similar activities

Preparing information for sharing with the whole group.

Stage 5

Reworking the information for the carpet that will be uploaded to the portal by pooling research. As will have been done in preparing this information pooling, it will be necessary to look at the points in the script and then reorganise all the information gathered by the group in line with the script, avoiding repetition, with pupils using their own words and not copying them. (Tasks and final products)

In addition to the final product of classroom activities, it would also be interesting for other schools to upload to the portal, providing it makes sense:

Suggestions for reading and viewing specific texts the pupils have enjoyed or found useful.
Suggestions for tasks linked to the subject of the project that could be done by pupils at another school.

Stage 6

Communicating the project: the most important communication will undoubtedly be with other schools, but the students’ learning will also be encouraged by communicating with other classes in the school, and even with families, with the physical documents produced and the final presentations used for uploading the work to the KOINOS portal.

Stage 7

Conducting a self- and hetero-evaluation of the whole process, as a final learning-process tool, based on the rubrics and indicators produced with the pupils while completing the class project and anything to do with KOINOS. How this is done will depend on the school tradition, with special attention given to the multilingual and intercultural aspects of the subject worked on.

 

To provide an overview of everything that needs to be done to produce the LLS and the TCs, we suggest the following framework: