Currently, many schools work with projects in some way. The difference in Lumiar’s projects, however, is that the student actively engages in the whole process, co-participating and being co-responsible for the planning and development of the activities, together with his tutor and expert. The role of the expert represents another innovative initiative, since it enlarges the approaches to each skill and content worked on in the project, connecting the ideas with the dimension of possibilities the student can perform in society. Many of our experts are entrepreneurs, architects, engineers, chefs, etc.
Yes. The projects are based on questions and topics of interest to the students, but also from the curriculum items that the tutor envisions as important to be worked on. The tutor then selects these items directly from our matrix of skills and contents, the latter containing all the curricular components dictated by the National Common Base, such as: languages, exact and natural sciences, among others.
At Lumiar students have an active voice in the processes of building their knowledge. This means that, as a group, they choose topics of interest to study in the projects, and can even develop individual projects. Both processes are mediated by the educators, who prepare the activities in a way that the subjects are approached correctly in each school period. Students develop autonomy to manage some moments of their routine – in the collective planning they can give an opinion about the organization of activities and schedules, among other things, choose a movie that will be used in the activity, or opting for games and spaces where they will be at the playing time.
In a multi-age group, the same content can be approached in different ways, with different degrees of complexity, respecting the stages of development of each student. The attentive look of the tutor allows to detect such characteristics and to involve the student in a personalized way. In a writing workshop, for example, after addressing the theme of the activity in the collective, the eight-year student will work on short narratives, being introduced to grammatical rules of a higher level of complexity, while the six-year student will focus on propositions related to beginners in the literacy process. In projects the division of roles takes place in a natural way, provoking cooperation between students and opportunities for children to go beyond previous common expectations. There are times when a six-year-old will know more about the proposed subject than the eight years old, helping his older classmate in the challenges!
Evaluations at Lumiar are based on different processes and uses multiple instruments. Through the projects, evaluative activities will be carried out to reinforce the expected objectives at each stage, to verify the degree of development and involvement of the student and to review teaching strategies. Evaluative activities will have different languages, such as written questionnaires, discussion, a conversation circle, a model of an architectural plan or a dramatization, all applied according to the context of the project. In addition, our digital platform developed exclusively for the Lumiar Methodology allows us to work on the planning and development of all pedagogical content, making it possible to see and organize the performance of each student individually and in groups, objectively presenting each competence and skill achieved. We crafted a unique mosaic curriculum model where the evolution of each student is measured closely in their daily life within the school. The system also allows students and parents to keep track of project progress and assessments on a daily basis.
Home activities are important when used contextually in meaningful approaches. Students take research and other activities at home to complete and improve a project comprehension when needed, only in a context that requires that extra commitment of the students and the group. The frequency of assignments and homework is not pre-established and does not need to occur on a daily basis on all projects.
They can go to any school. At Lumiar the student has the opportunity to explore individual projects and their talents. Together with the family, he builds autonomy to know in which type of school he can continue to develop. If one wants to do engineering, for example, it will have to go through a traditional selection process, and it will have to be strengthened in the seizure of other specific contents, so you can choose a teaching model focused on your wants and needs. The differential of the Lumiar Teaching Methodology is in allowing the individual to know their abilities and their potential, and to have contact with the world positively.
At Lumiar, technology involves the life of the student naturally, be it in surveys on the internet or in evaluations in our digital platform. But in addition, we value the use of it in practice through projects such as robotics for example, where we built a prototype of a DRONE, as well as in the project of super lifts, where we challenge students to know and develop a system of weights and pulleys. All projects feed a large portfolio of knowledge, generating audiovisual content, texts with participants’ reports, photos, among others. We believe that technology brings incredible solutions to many situations. The school’s role is to help students find tools and understand the application of each one.
We encourage and count on participation through the School Council: a democratic space to discuss and discuss themes elected as relevant by the community. All responsible for children are also invited to participate in working committees, such as the preparation of events, for example.
At Lumiar, the Mosaic Curriculum is structured based on the Matrix of Competencies and Skills and the Matrix of Contents, contemplating the several areas of knowledge from this articulation. The curriculum is carried out in practice in activities that comprise different modalities, such as Projects, Workshops, World Reading, Individual Research and other permanent activities, as well as the experience of participatory management of the school. In regard to the planning of these proposals, it is based on raising interests and identifying learning and development needs, and these processes complement each other, presupposing the active participation of students and their educators. The articulation of the more than one thousand curricular items presented in the Competence and Content Matrices is coordinated through the Digital Mosaic platform, a key part of the Lumiar Methodology. In addition to containing the planning modules, in the Digital Mosaic, managers, educators, students and parents also have access to the monitoring, recording, and evaluation of processes that are organized and mobilized in school life.
The tutor is a licensed education professional responsible for the group or cycle. Each cycle has a tutor who follows all the activities of the school, investing in the formation of their identity, guiding in the creation and choice of proposals and in the organization of their coexistence so that the learning is contemplated in a participative management environment. The tutor’s responsibility covers the personal development of the student in all relevant aspects: physical, social, emotional, moral and intellectual. He or she must know the children or young people well, identifying their stage of learning and development and maintaining this attention throughout their mentoring. This means seeking to discover the talents, inclinations, interests, difficulties, hopes, life stories, and the expectations they bring with them, ensuring the involvement of their students.
Masters are professionals hired on demand to develop projects, modules, and workshops with students, from the domain they hold on a certain area of knowledge or acting. In the Lumiar Methodology, the master’s role is mainly to corroborate with meaningful learning, transforming the school space into a large laboratory, a workshop of ideas and practices of knowledge construction. The master’s acting can amplify the approaches and the looks for each content or ability, connecting hypotheses, activating creativity as a realizing element. To be a master it is not necessary to have an academic degree or degree in any area of knowledge, simply identify knowledge, inclinations, and passions along with the availability to be in a school context in which you can share such knowledge in an organized way. The aim is to bring into the school a diversity of references for students, both in terms of professional experience and work in the different spheres of society, as well as of academic paths within the languages f each Curricular Component, what used to be called school disciplines.
It means working with children and young people of different ages in the same group of students, making possible the learning and socialization that a diverse age environment promotes in the development process of individuals, like what happens outside ordinary schools. There are fixed reference groups year by year, which are called cycles. These groups are made up of students who are in approximate ages. Each cycle is structured and organized, but it also provides for moments of encounter, exchange and work with other cycles. In other words, multi-age activities exist both within cycles and between cycles. Multi-age is one of the characteristics necessary for real innovation in education. It is fundamental to realize the development of skills for the time of the twenty-first century.
The day-to-day life at Lumiar schools is structured around organizational modalities, which are ways of organizing the contents and competencies that are mobilized with the group, overcoming the fragmentation of the activities – the structures are: projects, which promote linguistic and communicative experiences; workshops, which seek the development of competence and skills; modules, where we approach knowledge relevant to the group; research, which helps to build and seek knowledge in an autonomous and individual way; world reading, which aims at the interaction of students with texts and other media products, and the permanent activities that make the routine of students. The goal is to mobilize students around content and skills that will serve to transform our reality.
In the Lumiar Methodology, social relations, pedagogical practices and the organization of daily school life are managed in a participative way, that is, involving all agents that participate in the day to day school: administrative team, pedagogical team, students, and families.
To carry out the participative management, there are tools present in the school routine as the Wheel (it involves all the children of the fundamental cycles, happens once a week and has distribution of roles among the participants); The Group Wheel (specific to each multi-age group, also weekly); The Collective Planning, where the interests of the students are raised and then generate projects, workshops, and other organizational modalities.
Our mosaic curriculum imposes the need for an evaluation that is not merely classificatory and based on the simple apprehension of contents. The evaluation in the Lumiar Methodology is formative and seeks to record the evidence of skill development and the apprehension of contents. To guarantee the act of evaluating, not just verifying learning, the evaluation process is anchored in procedures and instruments that affirm its intent. The role of educator and student in this process is active. The tutor is responsible for mediating, guiding and feedback, while the student, the main subject of the process, is the agent of his own learning and builder of knowledge and autonomy. The assessment of competence must always be necessarily formative: it depends on continuous analysis of the student’s work and results in the regulation of student practices rather than grades or grading.