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Study of the efficacy of a teaching-learning system for Language in Primary that incorporates teaching thinking and cooperative work:

cognitive and non-cognitive variables

Project/ ComunicARTE

 

ComunicARTE is an interactive teaching and learning system for Spanish Language and Literature, using the iPad. Several aspects provide the BACKBONE of this project:

  • ONE, the communicative focus. This emphasises bringing about real communication situations rather than memorising out-of-context grammar rules or reproducing the theory of linguistic or literary analysis, tackling grammar, syntax and work with the different types of texts in significant didactic contexts.

  • TWO, paying attention to diversity. It claims to be as adaptable and accessible as possible for anyone. The methodology claims that everyone has the same chances of learning, enjoying and attaining their own success, bringing out the best version of yourself.

  • THREE, cyclical learning. The stimuli are sequenced and new connections are created in a variety of contexts at successive times throughout the year, thereby multiplying chances of student comprehension and knowledge acquisition.

  • FOUR, promoting reading. Reading is proposed using good-quality, age-appropriate literary texts written by different authors in an attempt to encourage a taste for and the pleasure of reading. Work focuses on producing a variety of texts, both continuous and discontinuous, with reading and interpretation exercises so that students achieve better reading comprehension and the richest possible range of communication skills.

  • FIVE, developing motivation. Success revolves partly around the motivation and hard work that the student applies to whatever they do. The motivational aspect is worked on in three ways: aesthetically, creating materials that can be manipulated, with icons and links that make it totally interactive; second, in terms of language, taking care with expression, offering encouragement, optimism and accuracy; and third, in terms of content organisation, creating performance and activities that are as fun as possible, promoting cooperation, comprehension and enjoyment.

The Teaching for Understanding Framework (Blythe y cols., 1999) is established as a structure to articulate the whole didactic process design, seeking to bring about sufficient space for personal expression. Different methodologies are integrated: Techniques and strategies for cooperative learning (Johnson & Johnson, 1994; Kagan, 1995, 1997, 2009) using the potential for social learning to develop comprehension; Multiple Intelligence Theory (Gardner, 1983) on the one hand looking at student diversity and on the other, the person as a whole; Routines to make thinking visible to introduce or explore ideas, synthesise or organise these ideas and to look at them in greater depth (Ritchhart, Chirck and Morrison, 2011); Mind maps (Buzan, 2013) to express thinking on paper. It is applied for two purposes: firstly, to express and capture thinking; and, later, as an effective study technique.

Contacto

Sonia Lara
Investigadora Principal.
slara@unav.es

General contact:
Campus universitario s/n
31009 Pamplona
España

+34 948 425 600
slara@unav.es

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Funding:

External assessment: The project has been positively evaluated by:

 

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