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Ana Díaz, Francisco Rico

Anna Díaz


Anna Diaz is an English teacher born in Barcelona, Spain, in 1983. She finished her studies in Translation and Interpreting at Universitat Pompeu Fabra in 2005. She became a teacher in 2006 and she has taught young learners, secondary and Baccaleureaut students, adults (at IOC) and even civil servant candidates. This is her fifth year at Moisès Broggi and she is involved in the project-based methodology. Tutor and ESO coordinator. Always willing to keep on learning.




Francisco Rico

Paco Rico is an art teacher and visual artist, originally from Yecla, Spain.
He graduated in Fine Arts at the Universitat Politècnica de València in 1994. He made an Erasmus Exchange at the Middlesex University of London and later studied cinema and multimedia at the Sant Martin?s University of London.
He participated in art shows in València, Madrid, Barcelona and London.
He has been teaching Baccalaureate in Arts since 2000.  Nowadays he works at Institut Moisès Broggi where he is developing a project with Funcació Joan Miró.
Whenever he finds a moment, he spends time playing ukelele.

twitter: @iesmoisesbroggi
website: http://institutbroggi.org



Holistic Education: the new models' learning objectives

Three years ago, a new project started in a new secondary high school, IES Moisès Broggi. We are a high school located in Barcelona, very close to Sagrada Familia. As we were starting something new we also wanted to work through new methodologies to achieve new objectives in the pedagogical framework of secondary education. After some meetings of teachers and the directive board, we established a very modest project-based methodology that took the artistic branch as the centre of interest. This new methodology for us required a self-reflection on our behalf about what we did, how we did it and through which organisation we worked. So we finally agreed that we wanted a new project-based methodology that was focused on competential work and crosscurricularity. The question then was, how could we do it?

There were different points to take into account. Regarding the teachers involved, we started with just the interested ones. So we began the project with six teachers the first year, and they worked together with two groups of 20 students each. The second year there were four teachers in each level, so the number had increased. This year, we are 10 teachers working into three levels of secondary education.

It may seem easy to construct this puzzle but from the very beginning we have faced some problems and disadvantages. The first one was the teachers schedule framework. Secondary education in Spain is very rigid regarding timetables and schedules. They are divided by teachers’ hours (the group has one teacher for each subject, so this was a real problem to elaborate the teachers’ schedules). Moreover, if we wanted to create connections among all the subjects participating, we needed all the teachers who were involved available during the project day. That blocked a lot of hours and it was a real inconvenient for the centre’s general organisation. Moreover, we have weekly meetings to set the activities that will be developed taking into account the contents related to each subject.

Another important point was the areas to work and the resources and equipment that we had. Working through a project-based methodology implies certain required aspects, such as spacious classrooms, ICT equipment, external agents, several computers rooms or permissions to leave the high school. Precisely when we were evaluating all these points, we were offered to become a MAGNET centre. That meant that an institution from our city wanted to establish bonds with us, and, as our centre of interest was Arts, the MACBA (Museum of Contemporary Art of Barcelona) offered to collaborate with us.

Once we realised the huge change we had experimented we could analyse slowly why we had wanted to change our way of doing things. Our pedagogical objectives were, in fact, really simple. We wanted to promote and encourage the world of ideas. We wanted our students to have an active role and to be aware of their own process of learning. We wanted to globalize knowledge, to relate contents, to develop multiple intelligences.  We wanted or students to understand, to create a speech, to analyse, to link ideas, to think. And that has lead to the same objectives regarding teachers. We know what we all do (no matter the subject we teach) we collaborate, we work as a team (not easy given the rigidity of a high school organisation) and we, definitely, believe in what we are doing.