M.A. Prats

Universidad de Murcia (SPAIN)
This paper presents a new way to achieve seminars in class, which presents a lot of advantages over the traditional version. Traditionally, a seminar was raised around three basic elements: the choice of a topic of interest, the selection of an academic article that further focus the subject and the existence of a group of students, more or less willing to lead the session.
If we wish the seminar a success, its design must be in a format designed to stimulate students' active participation in the debate, that includes the development of various skills (general or specific), and allowing a job evaluation system student's different. Therefore, if we consider this teaching strategy the key to success is the design of the tool: if we stay in a linear approach we may assume, in most cases, failure and boredom; it would be normal to have a group to lead the seminar and make the effort presenting the topic and the rest of the class wouldn´t involved at all, and perhaps wouldn´t read the article of the seminar.
The main advantages of this new methodology are:
First, the seminar becomes a complete tool with high versatility level to allow the permanent introduction of new elements and important ICT use.
Second, it allows an approach to classes and very dynamic way to learn, a greater workload.
Third, the teacher – student relationship is closer; empowering the students’ independent study and raising their self-esteem.
The success of this methodology requires total involvement by pupils and teachers, that the policy framework is clear, that the aspects are valued, and evaluation rules are known and accepted by all.