ETHAZI: High Perfomence Cycles in Basque Country
José Ramón Gómez Laconcha, Tknika (Spain)
The ETHAZI model was developed as a pilot experience in the 2013/2014 academic year in 5 both concerted and public vocational training centers in the Basque Country. In this experience took part 100 students and 25 teachers from 5 different cycles.
Currently, we have already passed the pilot phase, and we are in the phase of deployment and implementation. Our objective is that in several years, Euskadi VET centers, both public and concerted, work in this new context of learning: high performance cycles – ETHAZI.
The central element on which the whole learning model is articulated is COLLABORATIVE LEARNING BASED ON CHALLENGES.
The presentation of a problematic situation, its transformation to a challenge, as well as the whole process until obtaining a result, is structured based on both the technical and specific competences of each cycle, as well as those transversal competences that currently are strategical, such as: autonomy in learning, teamwork, orientation towards extraordinary results, digital competences, etc …
Problematic situations, in all cases, are raised to a class configured in teams, where the work process has to enable the students to live the situation as a challenge and, from there, has to have the opportunity to generate the necessary knowledge that Allow you to provide the best solutions.
The approach of the model through challenges needs a reinterpretation of the mechanics of learning. The interpretation that best fits the model, is to understand learning as a process of evolution, where the students are responsible for it. Challenge-based learning allows a scenario in which students individually and team levels are put into action and produce a result. This result is interpreted, it is analyzed what has worked and what has not, and is decided what is going to be done differently in the next challenge to approach higher objectives.
This work proposal does not fit the structural model as we have known it until now; elements such as schedules, assessments, classroom settings, etc. In their current format are no longer valid and need a re-thinking and consequent redefinition.
More information: https://www.tknika.eus/en/cont/proyectos/ethazi-3/