Ricard Gras

Are we truly developing skills in the classroom?

Experts, employers, international and local authorities alike (OECD – OCDE, World Economic Forum, UNESCO, etc.) are highlighting the importance of developing the so-called transversal or lifelong learning skills (creativity, collaboration, communication, emotional management, etc.). Not only during our school years but also throughout our growth, as human beings. However, there is still a gap in terms of making this development happen, broadly and naturally. Due […]

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Aprender de quien aprendió

Hemos leído muchas veces que la educación es uno de los sectores que menos ha evolucionado en los últimos siglos. Pupitres agrupados frente a una pizarra, lecciones magistrales, clases agrupadas por edades, exámenes estandarizados, etc. En unos pocos centros educativos se dedica mucha energía y recursos a la transformación de esta realidad, pero la inercia

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Learning Analytics (II)

Is there any relationship between the way in which the learners express themselves and the scores they get for the different subjects? Almost 50 learners were part of a 3-month study to give an initial answer to this question. During the study, the learners completed different experiences that were used as the base for their

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Groupwork vs Teamwork

Are we educating for TEAMWORK? For learners to achieve a comprehensive, well-rounded education, teamwork is vital. Teamwork sets learners up for success, inside and outside of the classroom. We don´t learn, work, and live in isolation. Teamwork teaches lifelong learning skills, such as communication, social, and self-management skills. And teamwork isn’t something learners inherently know. They need

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Learning analytics (I)

What can we learn from this chart? There is a significant difference between the average language test score, for two groups of learners that attend the same school and the same grade. This difference was not expected, and data has been an eye-opener for the two language teachers that have decided to collaborate in order

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