1 University Jaume I (SPAIN)
2 IES Sos Baynat, Vila-Real (SPAIN)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 429-434
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0186
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
In the classroom, we can find a great variety of students and the necessity of attention to the diversity and inclusion is considered. In our case, we present a methodology to satisfy the needs which the students with high performance in the Compulsory Secondary Education present. This methodology is going to be part of the "Enrichment Group" and it has some qualities which make necessary the development of their interest and motivation.

This methodology needs the implication of teachers for the realization of cooperative work in the classroom, as the Johnson brothers say (1999) [1] "Cooperation is working together to accomplish shared goals, being the cooperative learning the didactical use of reduced groups in which students work together to maximize their own learning and the learning of the others. By doing this, favorable relationships, self-esteem, autonomy and other benefits are encouraged amongst students.

The application of flexible groups is necessary in this methodology, since these students have to be in contact with the intellectual diversity that can be found in the classroom and that represents the diversity in society. The students who form the Enrichment group come from two different classrooms of the same year. This fact makes that they are conscious and that they mix with the student's diversity. It also leads to inclusiveness.

The students of Enrichment are together in the instrumental subjects, we will particularly focus on the mathematics subject, in which the teacher will follow the cooperative methodology, as J.Vaello quotes (2011) [1] "motivation starts by the teacher" (Educational Innovation Classroom).

In this subject, the teacher works with cooperative groups alternating master explanations when it is necessary. Moreover, the use of this methodology in the subject is accompanied by the ICT utilization in the development of activities like the realization of micro videos, use of Kahoots, Flipped Classroom… All these activities not only provide theoretical knowledge but also encourage the ability, skills and creativity to be able to manage autonomously and in groups.

In conclusion, we have got the development of their interest and motivation to achieve the maximum development of their potential.

[1] Johnson, D., Johnson, R. y Holubec, E. (1999). El aprendizaje cooperativo en el aula. Barcelona: Ediciones Paidós Ibérica S.A.
[2] Vaello, Joan (2011). Aula de Innovación Educativa, núm. 205. Pp. 65-70. Graó. Recuperado en vaello-no-hay-problemas-hay-retos-eay-retos-el-problema-te-paraliza-el-reto-te-estimula.
Compulsory Secondary Education, cooperative methodology, Enrichment in Secondary Education, motivation.