Curiosity and resourcefulness are fundamental human characteristics for autonomous and functional learning, during developmental progression, these skills allow the learner to be motivated to establish self-learning strategies for discovery, investigation, and effective solutions to the problems he or she observes.
This natural process that begins at an early age with trial-and-error learning, modeling and instruction, is the potential for the deployment of creativity and innovation. This is why GNSM designed a space for the development of scenarios and experiences that allow the creative process from the curiosity, implementation and socialization of ideas, solutions and innovations that children make intuitively.
Based on the MAKER culture, digital and media literacy, project-basedmedia literacy, project-based learning, virtual reality, 21st century skills virtual reality, 21st century skills, STEAM education and the laboratories of the laboratories of the classrooms of the future, CurioCity was born, as a transversal and curricular strengthening space for the curricular space for the integral formation of students in the period of greatest the period of greatest neuronal plasticity, seeking to cement in their to cement in their development the competencies, capabilities and skills skills necessary for a functional, pertinent and contextualized learning, relevant and contextualized learning.
Development and strengthening of communicative skills and competencies in first and second language, through listening, speaking, reading and writing activities using multimodal interaction methodologies.
Social skills to interact assertively in the XXI century society.
- Promote the independence of their own learning.
Development and strengthening of ICT skills and competencies.
This expanded learning classroom that promotes imagination, creativity and research, through active methodologies and has the technological tools that will allow the development of skills and competencies in various areas of knowledge, such as: Research skills and competencies through cross-cutting projects.
INVESTIGATE: dedicated to the development of hypotheses, search for information, data collection and context location, through the use of communication technologies.
INTERACT: Project-based learning and collaborative work, socialization of ideas, communication and interaction with socialization of ideas, communication and interaction with contexts and situations through augmented reality technologies and virtual spaces.
PRESENTA: Area for the presentation of work for both teachers and students, seeks the socialization of products and projects based on discursive and communicative skills with the support of technological tools.
CREATE: Development of communicative and creative skills through audiovisual through audiovisual technological tools, virtual reality, tablets and 3D printers.
LIBRARY: It is a space equipped with diverse bibliography that proposes to expand the imagination and ingenuity from literature, art and information.
SENSORY DECK: In contact with nature and in an environment of sensory stimuli, this space seeks to provide outdoor experiences that allow sensory organization, experimentation and the deployment of creativity.
READING CORNER: Area designed for concentration, reading and creativity.
The development of activities in CurioCity is guided by the project-based learning methodology and the execution of cross-cutting projects that are carried out every month in the school, in this way the process is sequentially oriented to the spaces and technological, physical and educational resources, in order to adopt the methodology to the evolutionary needs of students, the process is divided into two groups:
FROM GARDEN OF DREAMS TO GREEN: Focused on the stimulation of the zone of proximal development in its sensory-motor stage, the execution of the following phases is proposed:
INVESTIGATES: Exploration of the resource of the environment for the recognition of themes, contents and notions in their daily environment, allowing experiences in the development of their learning.
INTERACT: Promotes the relationship of what is explored with the environment and the referents of the context for the functionality of learning and experience, through the transformation of the representative with the concrete. In this space, the competencies of relating with oneself, with the environment and with the other are promoted.
CREATES: Use of the resources of the environment in the creative process through the use of materials and resources that allow the deployment of ingenuity.
PRESENT: socialization of the experiences in each of the previous phases through the use of information and communication technologies.
RESEARCH: This space promotes the use of digital search engines, platforms, networks, blogs, digital magazines, databases and bibliographic resources to explore, search, collect, filter and select the most relevant information.
This information and data are validated and guided by the teacher to develop digital teacher to develop digital competencies, such as content curation, as a starting point to filter relevant information in the development of the research.
INTERACT: The information collected is socialized and the data is validated with the guidance of the teacher, together with teaching the importance of recognizing authors and bibliographic sources, intellectual property and analyze, compare and critically evaluate the credibility and reliability of data sources, information and digital content, promoting respect and proper use of information from the digital literacy skills.
CREATE: Inspired by the MAKER culture and Desing Thinking, this space allows the development of ideas to concrete products that evidence the solution to the challenge that was proposed, through the deployment of creativity and ingenuity of students and the use of materials and tools such as 3D pencils, 3D printing, use of augmented reality for the design of materials in virtual environments, The accompaniment of the teacher is directed to the proper use and optimization of resources without limiting the creativity of students, promoting the educational paradigm of DO IT YOURSELF, tending to mediate learning from the instrumentalization of technology and materials for the transformation of realities and the environment.
PRESENTS: It is the scenario to stimulate the development of communicative and discursive skills through the social appropriation of knowledge, which has been the result of a research process which reflects the contrast of information from scientific, reflective and analytical data, through the use of information and communication technologies, such as video beam, videos, reflectors, virtual reality among others, seeking to promote multisensory experiences to viewers.
Project-based learning is the pedagogical framework within CurioCity, since being a strategy of educational innovation allows us to respond to real problems of the school community, through the formulation and implementation of classroom projects, based on research processes, which goes from the question or challenge, inquiry, search for information, data validation, interaction, teamwork, creation or development, reflection, criticism and review, and dissemination). The teaching team led by the academic coordinators proposes classroom projects with curricular articulation, related to the needs of the educational community and in tune with the students' interests. Each project contains a challenging problem or challenge that guides students in the research process and the development of the project. Finally, students present their projects to a real audience in their community. Through this methodology, students implement competencies in an active way in their learning by being asked to investigate the answer to a real-world question or problem and then create a concrete solution. It is a project based on skills rather than on the acquisition of content and knowledge, which seeks to enrich the educational experience.
