SCHOOL COMMUNITY PROJECT
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SOCIO-COGNITIVE RESOURCE ENGLISH II.
SOCIO-COGNITIVE RESOURCE ENGLISH II.
School Community Project “There was a useful garden at my school”.
Progression 5
The learner understands the use of there was and there were to describe the existence of something in the past, through dialogues, interviews, and guided reading.
Phases of the project: Initiation:
At present, a considerable amount of second semester students at CECyTE Cancún III started falling behind academically. That is why a process of following the initial and mid-term diagnosis applied to verify the main problems the students would face during the course, was carried out, to determine some of the possible factors that were causing the students´ demotivation, thus, their lack of interest in the different Socio-cognitive Resources. There can be numerous reasons why this happens, fluctuating from lack of support at home that does not permit the students deal with their school and personal responsibilities.
A survey was applied to find out the most common reasons why students were falling behind academically, and the finding resulted on the following: 1-Lack of motivation
2-Lack of parental support.
3-Distraction due to the excessive use of technology.
4-Inadequate time management.
5-Personal problems.
6-Anxiety and other negative emotions.
7-Financial issues.
8-Inadequate diet.
9-Scarce resources or materials.
10-School environment.
Planning:
The main goal of the project “There was a useful garden at my school” is a school-community project aimed at engaging students, teachers, and all members of the school, and people from the community near the school. It also counted on the parents´ collaboration.
The Project was worked transversally with Mathematical Thinking, Language and Communication II, Socio-Emotional Resources, Digital Culture II, and Natural Sciences.
The project allows the students to use the main cognitive resources they have learned and find the links among the different UACs. The students worked with a sense of responsibility that help them understand the importance of engaging in a project that would permit both, the strengthening of their learnings, their skills, their collaborative work. Also, the project helped them to foment a sense of cooperation with others since they interact with people from the community that surrounds the school, demonstrating that they are citizens and that they have to contribute to protect their environment, too.
They were able to identify the problem of their community, in this case, the lack of a garden with crops easy to grow and that would be useful and would lessen the expenses at supermarkets where these products are more expensive.
The students could reinforce the 4 skills of the Socio-cognitive Resource English Language II, especially through writing a narrative-descriptive text using There was/there were and other necessary forms and vocabulary.
Execution
The project was successfully carried out since each teacher propitiated the necessary information and steps to follow through each UAC. On the other hand, there was also observed that the parents showed more connected with the work and invested time and resource in their children´s learning process.
Evaluation of the project:
The project ended successfully and as a product of it, the students recorded a video explaining all the steps they followed to complete it. They referred to everything they were oriented by each teacher.
They could demonstrate the correct use of the structure There was/There were (progression 5, English Language II).
The students followed a checklist to verify that they did not omit any step.
SCHOOL COMMUNITY PROGRAM
LAUDELINA
Created on July 8, 2024
SCHOOL COMMUNITY PROJECT
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Transcript
SCHOOL COMMUNITY PROJECT
Escribe un subtítulo genial
¡Vamos!
SOCIO-COGNITIVE RESOURCE ENGLISH II.
SOCIO-COGNITIVE RESOURCE ENGLISH II. School Community Project “There was a useful garden at my school”. Progression 5 The learner understands the use of there was and there were to describe the existence of something in the past, through dialogues, interviews, and guided reading.
Phases of the project: Initiation: At present, a considerable amount of second semester students at CECyTE Cancún III started falling behind academically. That is why a process of following the initial and mid-term diagnosis applied to verify the main problems the students would face during the course, was carried out, to determine some of the possible factors that were causing the students´ demotivation, thus, their lack of interest in the different Socio-cognitive Resources. There can be numerous reasons why this happens, fluctuating from lack of support at home that does not permit the students deal with their school and personal responsibilities. A survey was applied to find out the most common reasons why students were falling behind academically, and the finding resulted on the following: 1-Lack of motivation 2-Lack of parental support. 3-Distraction due to the excessive use of technology. 4-Inadequate time management. 5-Personal problems. 6-Anxiety and other negative emotions. 7-Financial issues. 8-Inadequate diet. 9-Scarce resources or materials. 10-School environment.
Planning: The main goal of the project “There was a useful garden at my school” is a school-community project aimed at engaging students, teachers, and all members of the school, and people from the community near the school. It also counted on the parents´ collaboration. The Project was worked transversally with Mathematical Thinking, Language and Communication II, Socio-Emotional Resources, Digital Culture II, and Natural Sciences. The project allows the students to use the main cognitive resources they have learned and find the links among the different UACs. The students worked with a sense of responsibility that help them understand the importance of engaging in a project that would permit both, the strengthening of their learnings, their skills, their collaborative work. Also, the project helped them to foment a sense of cooperation with others since they interact with people from the community that surrounds the school, demonstrating that they are citizens and that they have to contribute to protect their environment, too. They were able to identify the problem of their community, in this case, the lack of a garden with crops easy to grow and that would be useful and would lessen the expenses at supermarkets where these products are more expensive. The students could reinforce the 4 skills of the Socio-cognitive Resource English Language II, especially through writing a narrative-descriptive text using There was/there were and other necessary forms and vocabulary.
Execution The project was successfully carried out since each teacher propitiated the necessary information and steps to follow through each UAC. On the other hand, there was also observed that the parents showed more connected with the work and invested time and resource in their children´s learning process.
Evaluation of the project: The project ended successfully and as a product of it, the students recorded a video explaining all the steps they followed to complete it. They referred to everything they were oriented by each teacher. They could demonstrate the correct use of the structure There was/There were (progression 5, English Language II). The students followed a checklist to verify that they did not omit any step.