Abstract:

There are several innovation models and methodologies that start in surveys, research and reflections. These models and methodologies have given some rewarding experiences in a specific classroom as well as in all educational stages of an educative centre. These experiences are the guarantee for reaching to the educative innovation success. Among these methodologies, the Flipped Classroom has become a very satisfactory strategy to work with the students in advanced stages and even in the college ones, since it permits to encourage the autonomous work of the student and squeeze the time in classroom.

Innovation is the key to success of all the educative stages. Due to its vocational nature, a motivational nature is given to this educational stage and it is taken for granted a continuous educative updating, keeping its contact with the working environment. But these thoughts, do not usually respond to the reality in the classroom. There are some teachers who are working the same contents for decades without paying attention to the technological advances and the reality of the students. Some trade groups have lost their attractive due to their few employment opportunities or because its outdated name. In this sense, there are centres with implicated teachers but without updates, etc. All of this is an indicator of the lack of the needed innovation intention.

In this work, they are presented some approaches of the innovation reality in the vocational training and, also, some initiatives presented in the educative centre Institución Profesional Salesiana de Carabanchel, focused on the Upper-Level Training Cycles, where the flipped classroom methodology has shown a very positive impact on the students. This working methodology try to get the maximum performance in the classroom, enhancing the student’s work inside the classroom and increasing the time spent in putting their training to paid practice in different companies to have the first contact with the professional world.

It is true that vocational training is, mostly, based on a practical teaching, focused on inserting into the workforce with the best possible guarantees to these students. Working this way, the student who, firstly, can be more passive in the classroom can exploit her or his time in doing exercises related to the contents that have just been worked in it. To achieve this, it has been elaborated a great number of video tutorials that allow the student access information whenever and wherever he or she wants immediately. So, on-line resources have been increased in Upper-Level Training Cycles, increasing the organisational skills of the students and ensuring greater independence. With that the students are in a similar world to their future professional practices.

Results show that the students who worked from the beginning following this methodology is most successful in troubleshooting and they find newer resources and solutions in a work environment, easily. Despite the large amount of initial work from the teachers, the creation of a resource library, which is increasing every year, permits to cover almost all the contents of the syllabus. In the present work, it is also shown: the guidelines to perform the implementation of this methodology in an educative centre, based on the teacher’s experience, and an organization chart helping to its timing to organize the academic year.

Keywords:

Innovation, Vocational Training, High Grade Cycles, Active Methodologies.