The archaeological (…)
Here is another example of an engaging practice that, from a professional experience, fosters students’ SCHOOL ENGAGEMENT. By school engagement we mean students’ observable participation in school activities, sense of belonging to classmates and teachers, and valuing success in school-related goals.
It is implemented by: Teachers
It is directed at students aged: 15 – 16
Target group: Class-centered
Main subjects involved: Apart from Social Science, this activity has a lot to do with Arts, too.
ICT involvement: yes
Description of the practice: It is an excursion by train to visit the archaeological rooms of Museu Episcopal de Vic, the Roman temple of Vic and the historical and artistic experience Vicpuntzero, and some posterior practice about this visits
Accessible to any student: yes
Meaningful participation for every student: yes
Why? 1- It is meaningful from the start because it is an excursion by train to the capital of the county and because it implies doing things that many of the students do not usually do.
2 – The arcaeological rooms of the Museu Episcopal de Vic contain some very attractive pieces (e.g. an Egyptian sarcophagus, etc.) which always arise interest in every kind of student, the Roman temple is also interesting, and the Vicpuntzero video experience is simply amazing.
3 – The variety of stimuli fosters the motivation of very different kinds of students.
Support to the practice: yes. Some times, we get money from the Generalitat de Catalunya to pay the excursion or a part of it.
Does this practice promote students observable participation in school related activities? Yes, Normally all the students in the class participate in this activity, and almost all of them fulfills some of the posterior activities.
Does the practice promote students sense of belonging to classmates, teachers and school? They do the excursion together, they do the excursion thanks to our school, and they like almost always like it. At least, they all are grateful for the efforts the school makes for them.
Does the practice promote students giving value to success in school-related goals? I think they see that, if you participate satisfactorily in school activities, you can learn how to do things that you admire: the Vicpuntzero video, the capacity to read ancient alphabets or hieroglyphs, etc.