Global Educator Exchange (E² ) April 28 – May 1, 2015 Teachers Name: Mireia Gussinyé Project Name: A new methodology for teaching and learning history Country: Mexico

Project Description Innovative nature of the proposal Studying History is fun; no more memorization. "Give a fair trial to who, perhaps, didn’t had it" is the phrase that triggers the research, analysis and generation of technological evidence (including an app) to see if any history’s character is guilty or not guilty, judging its impact on the present, in a trial conducted by students before a real judge and an external jury. Case closed: they learned who to think instead what to think. Link to a video description It is important to replace the rote and mechanical learning of History with a more meaningful learning that involves the student, offers challenges and engages him. The students are the main actors and they are responsible for their learning; they must investigate, analyze, validate and conclude to reach their goal: to convince the jury. An important aspect of the project is the fact that they will have to defend or accuse events or characters though this goes against what they think, because they are defense lawyers or prosecuting attorneys randomly. Project promotes critical thinking because the students analyze and evaluate different information and opinions that lead them to interpret and represent the world, in particular the views or statements in everyday life are often accepted as true thought. The pedagogical approach of the project involves flipped learning, experimentation, evaluation and generation of new knowledge to share acquired. Students learn to use technology tools for collaboration and developing the skills of the 21 century, namely the use of ICT, problem solving, decision making and creativity. Self-assessment is important because it improves the quality of learning. Therefore the teacher provides checklists that students should consult when they begin the activities, and complete and answer when they finish the activity and send with their products for a feed back with the teacher. For the Final Product there is a rubric with all the points to be evaluated.

Presentation of evidence Understand: Search and collect information, categorize. Internet. Social Networks. Graphic organizers. Office Apply: Submit and execute. Media AutoCollage Fotor Skitch Touch Analyze: Validate, synthesize, relate. Office Mix, QR Codes, Photosynth, Thinking guides, Cmaptools. Sway Evaluate: Review, rewrite, Test. Media, interviews. Montage, Sticky touch, Deep Zoom Relate photos Movie Maker Create: Generating evidence in the AppStudio application. Survey on line for the jury trial

Support for collaborative learning Throughout the entire project students work collaboratively, self-managing knowledge through collaborative tools: Skype, One note, Facebook, , One drive, Padlet, Social Networking, Exoploratree and platform school (Thomas On line) To achieve the objective, collaborative work is essential because they form teams of researchers who share investigation, findings, evidences, analyzes them; have to agree in order to provide the required evidence that contains all the information. If they do not work collaboratively they will fail in their goal of winning the trial.

Development of critical thinking Extending learning beyond the classroom Students analyze and evaluate different information and opinions that lead them to interpret and represent the world, in particular the views or statements in everyday life are often accepted as true. How to identify a historical fact that needs to be judged and its impact today and in the community? Diagrams Students applying this new methodology of learning history  Understand that history is cyclical, that events of the past are repeated in the future, for it can be avoided or solved better. The story should be a lesson, and a constant example. Recognize the events of the past illuminates the present.  When analyzing in depth facts and events of the past, the students learn to think critically, understand that in their daily lives they must investigate and analyze before acting.  They learn to make decisions and solve problems, taking into account the need to be impartial and neutral.  As adolescents is important to develop in them the skills and abilities of a leader; the project encourages the : - Ability to communicate: work together and must learn to negotiate - Emotional Intelligence: manage own feelings and emotions of others, discriminate between them and use this information to guide thinking and action - Establish common goals and objectives: Goals should be consistent with the capabilities of the group. - Analyze situations and make decisions  They reflect on the present, the world around them, are critical and proactive which will make them better citizens.