Abstract:

Introduction:
A basic element in the teaching-learning process is to build on the knowledge of the student himself in order to build his own learning; at the same time, it is necessary to bring the reality of your professional future closer to their training process. Further, it is important that the student is aware of his own learning
Based on these three premises, the experience that is presented in the subject "Interaction and Coexistence in the classroom" at Master's Degree in Teaching Training at the University of the Balearic Islands, where not only the students learn knowledge and skills, they also must be able to solve the problems of teaching and in the contexts in which their work will be carried out. In this course (2019-2020) 8 groups have been created, with 4 teachers (2 groups per teacher)

Objective: The experience described was intended to focus learning on the students (realistic learning) taking advantage of the high specialization of the 4 teachers.

Methodology:
Before the classes, a coordination was held with the 4 teachers who teach, each specialist in their field (prevention and intervention in situations of bullying, normal sexual behaviors, problematic and abusive in adolescence, coeducation and mediation). This organization was based on enabling for each group (8) that specialist teachers (4) could carry out teaching in the groups and on establishing evaluation criteria and agreed tasks for each group. At the same time, the teachers were trained in realistic learning, a course that started before the subject began and ended some time after the end of the subject.

During the course, each group began their learning with their reference teacher, in session 3 or 4 (depending on the case), then, the specialistic session was carried out, (teachers from other groups). Finally, the group had 2 or 3 sessions with their reference teacher. It is important to note that on the first day, all students carry out an initial evaluation based on a question "What elements are important in school coexistence?", Which they must answer through a mind map, concept map, or drawing.

The organization not only limits to organizing schedules for the specialization sessions, also allows to coordinate the specialization sessions based on the characteristics of the subject (tasks, content and worker, ..) and the group itself (intragroup dynamics, previous knowledge, ...)

Evaluation:
The evaluation focused on different aspects, the first, in the last session the students return to answer the question "What elements are important in school coexistence?", Which they must answer through a mind map, concept map or a drawing. A process evaluation is carried out where from each session the students collect the main learning based on their previous knowledge.
This evaluation is completed with a joint session of the teachers to evaluate the said learning. In addition, the last session of the training process on realistic learning compares the results obtained with other university teachers who have implemented this methodology.

Conclusions:
This experience has been highly satisfactory, not only because it allows us to take advantage of the potential of highly specialized teachers in a coordinated and complementary way, but also allows the student to be aware of their realistic learning

Keywords:

Experiential learning, higher education, realistic teaching, convivence.