Community Playroom Project Proposal
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ScribdTranslationsCommunity Playroom Project Proposal
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ScribdTranslationsExample of ABPC Project
Spanish (Benito Juarez University)
lOMoAR cPSD| 31620111
NEM
Community-based project learning
Nombre del proyecto: Let's build spaces to learn together
Purpose: To create a community playroom that promotes a culture
writer and literary through the participation of various educational agents,
to learn about the uses and customs of the community.
Formative FieldsLanguages, Ethics, nature and societies, of what
human and communal.
Content PDA
Communication of Employs words, gestures, signs,
needs, emotions, images, sounds or movements
tastes, ideas, and knowledge, to the corporeal what he/she learns in his/her
through the various community, to express needs,
languages since an ideas, emotions, and tastes that reflect
community perspective. his way of interpreting and acting in the
world.
Construction of identity and Appreciate the richness of its history
belonging to a community through tales, stories,
y country a to leave of legends, myths, commemorations,
knowledge of its history, traditional celebrations, works
sus cultural and artistic celebrations.
commemorations
traditional and works of the
artistic and cultural heritage.
Interact with different people in
various contexts, what diverse situations, based on the
contribute to the establishment, set of agreements
establishment of relationships for participation, organization and
positive and a coexistence coexistence.
based on the acceptance of the
diversity.
lOMoAR cPSD| 31620111
NEM
Articulating AxesCritical interculturality; Appreciation of cultures to
through reading and writing; arts and aesthetic experiences.
Time1 month
Producto: community playroom.
PHASE 1.- PLANNING
Moment 1. Identification
Reading of reality
In the plenary session, with the support of the educator, the students will identify that
they like their classroom and will express why. A list will be drawn up,
They will go out to observe the community with a script of prepared questions.
in the classroom, and based on what they observed in their classroom, they will answer the following:
What would you like to have in your community that you observed in your
living room?
What have you observed that is not in your community but is in your classroom?
What can we do to contribute to our community and the people?
can they learn?
In the classroom, a drawing will be made that embodies the response of
the questions will be socialized with the colleagues. With the help of the
the educator will write the students' ideas on a flip chart and by
the voting will choose the situation to work on that they believe will help
improve their community.
The students chose to contribute to the community by carrying out a
library that included more recreational spaces, then through
a research task identified that it could be worked on a
playroom
lOMoAR cPSD| 31620111
NEM
Moment 2. Recovery
Linking of prior knowledge:
Through questions, the educator will question the students to
recover what they know about the toy library and their community and it will go
drawing on the board.
Do you know what a toy library is?
What is inside it?
How could we learn about our community through the play library?
What could we do to foster the taste and pleasure for reading and
writing in the community?
How could we make this fun and interesting?
How do you imagine the toy library?
The educator will register their answers on the board and the students
through cutouts they will express the answers to the questions in their
notebook
Moment 3. Planning
Negotiation of the steps to be taken
Based on the answers, the students will establish what will be developed in
the toy library.
NOTE: from a discussion group with guiding questions, the students
they will reflect and provide proposals that will allow them to establish a path
and implement actions.
*Acciones:
• Develop the project for the creation of a playroom.
(acuerdos, materiales, espacio, tiempo)
• Identify the participants who will carry out the narrative
community.
(members of the community, family, acquaintances, friends, authorities)
• Request help for the implementation of activities that support
to the expressions through different languages.
lOMoAR cPSD| 31620111
NEM
PHASE 2.- ACTION
Moment 4. Approach
Exploration of the problem
NOTE: Here it will be important to identify how it can be explored in a way
the situation-problem is deeper, which is why it is advisable to ask ourselves this
question How?
A dialogue table will be organized with the support of the educator where
They will share ideas to start shaping the project, identifying
the following:
Solicitar el apoyo para que algunas personas narren parte de la historia de
the community (experiences, stories, accounts of the community).
Identify the reading index.
Identify the space for the installation of the playroom.
Determine what spaces the playroom will contain and who could be
to support us in its elaboration and construction.
Production realization
The students will determine in plenary what is needed to obtain
information with the help of the educator, who will support them so that
they can express how the quantity can be identified
stories, magazines, news, or tales that the community reads and the frequency
regarding his writing.
The activities for the implementation of the playroom will be defined.
(Participants, temporality, responsible parties) through a brainstorming session
starting from the questions:
What will we have to do to make our playroom be in
functioning?
Who can support us?
What time do we need?
lOMoAR cPSD| 31620111
NEM
Moment 5. Understanding and production
Proposals for creating various productions
In group community, the students with the support of the educator and based on
in what was worked on the previous moment, they will identify and build
the questions that will be included in the survey (previously the
students through research recognized that it is a
survey).
As an example, the educator will apply it in a group and will record it.
your answers on the board a survey to the students:
Do you like to read?
What kind of reading do you like?
How often do you read?
Does anyone in your family read something to you?
What do they read to you?
At what moment?
Once the questions and agreements are established for the
application of the survey, the students will apply it with the help of their parents
the instrument to three people of the community. (a child, a young adult)
and an elderly adult)
With the help of their parents, they will record the answers.
Do you like to read?
What do you like to read (books, magazines, news, stories)?
What kind of reading do you like?
How many books have you read?
How often do you read?
Do you know any stories from the community?
Do you think it's important for community members to be
known by other people?
How can the history of the community be made known?
How can it be reflected?
lOMoAR cPSD| 31620111
NEM
Moment 6. Recognition
Advances and difficulties
Starting from the following images that will be explained by the educator
the students will evaluate each other.
Actively participates in the development of the project for the playroom.
Conduct research that will help us learn more about what we want.
to do.
Propose alternatives for the activities that will be carried out.
Moment 7. Concretion
Proposals for the first version of the product
Agreements will be established in a group to organize the playroom that
precision
The space
The participants
The responsible ones
The actions
The function of the playroom
lOMoAR cPSD| 31620111
NEM
PHASE 3.- INTERVENTION
Moment 8. Integration
Presentation and explanation of solutions
Parents will be invited for the students to present the
process of developing the playroom and its functionality in the community
para recibir retroalimentación y realizar los ajustes necesarios.
Moment 9. Diffusion
Product Presentation
Organize at school the presentation of a playroom with the
participants who will create the narratives and the spaces and activities that
there will be in the playroom, they will also make posters and invitations for
motivate attendance to the community.
Moment 10. Considerations
*Follow-up and feedback
The students will distribute a series of questions to the attendees for
receive feedback
How did the toy library impact the community?
Were the proposed activities in the playroom functional?
Did the participants' information contribute to the recognition of the
community
Does the playroom promote culture through writing and reading?
Moment 11. Advances
*Decision making
An self-evaluation will be conducted for the educator through the
next questions:
How can I improve to engage the community and achieve a
transformation in her?
How were the resources used appropriately for the
construction of the playroom?
Activities to promote the different expressions of their languages
Did they address the needs of the community?
The choice of participants who supported in the narratives.
Was the community-based approach functional?
lOMoAR cPSD| 31620111
NEM
Evaluation suggestions
Phase 1Discussion group
Phase 2 Using theCo-evaluation with support from checklists, rubrics, guides
of observation
Phase 3 Using theSelf-assessment with the support of checklists, rubrics,
observation guides