Author Archive: eeizaleo

Final Survey results


Common results:
With respect to our first question, we have improved in our skills for teaching maths, especially within the last year.
Looking at our second graph, our results show that it´s possible that we feel more confident teaching maths than teaching science, OR that we have carried out more activities in maths than in science. So the question I propose to you to think about is: WHY do we have better results for maths than in science during the first year? But notice that during the last year of this project, the survey response is more or less the same. In my opinion this shows that we have progressed in our methodology and planning.
Our third question was, to what degree have you moved the indoor activities to the outdoors? Again, this graph illustrates that as the project has progressed, we have felt more and more confident with our outdoor activities. I would like you to notice that we made the most progress from the beginning to the end of the first year because there is a less significant difference between the average results from the intermediate to the final survey.
In question four, we looked at using outside resources to teach maths. As you can see in graph, we, as a partnership, have made the most progress in the last year of the project. We have improved by almost one point.
The fifth question asked to what degree we have changed or adjusted the way we have used our schools´ outdoor resources in order to teach science. Just like in the previous question, the teachers who have filled out the survey think that the most significant progress was made within this last year.
Question six asked teachers to what degree they thought children applied new math knowledge in their outdoor activities. Our graph shows that teachers think that children use this new knowledge to a great degree because the results show us an average score of 4,04 out of 5.
In question seven, we asked how children apply their science knowledge in other contexts.

As we can see in the graph, the progress is obvious. These results show that, by a significant percentage, children have acquired more new skills to apply science knowledge in their outdoor activities.
Question eight asked how children apply maths knowledge in other contexts. As you see in the graph, our students´ have developed their maths knowledge in other contexts over the course of the project.
In question nine the graph shows similar results to those of math, that children have made gains in using science knowledge in other contexts.
In question ten, we asked to what degree do parents show interest in their childrens´ maths and science education. The graph shows that parent interest increased between the initial evaluation and the final evaluation. We feel that this is a very important step forward because in the past it has been difficult and, probably one of our biggest challenges, to get parents involved in their children´s education and to plan curricular activities outside with our students.
Our final graph is a visual that summarizes our success from the project´s beginning until now. In my opinion, we can congratulate ourselves about these results because as a European group, we have achieved our goals and demonstrated our high level of commitment to the project.



Science and Maths indoor learning




Trees in our surroundings

We have a large variety of trees in our park and we are learning their names.

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Where North was?

We wonder where north was, and what the South? and the East? and …

  Now we have a compass in our outdoor classroom

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How much it has rained?

Firstly, we put a container for rainwater in the playground of the school . After a week we could measure how much has been collected.

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It is raining!!! exciting!

We couldn’t imagine how much can be  discovered in the park when it rains. Nothing prevents us from doing our workshop “outdoor”.

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Do you know how old is this tree?


It’s depends on how many rings we can find

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Taking photos of water in movement

Water is getting something really amusing and interesting
to be photographed.




Visiting the forest

Students from 2 to 6 years old visited Valdelatas forest to work on Autumn and water.

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Outdoor classroom

The Outdoor Classroom is for the first year  in our school. The activity is carried out within 2 groups of students, ages 4-5 and ages 5-6. With this proposal, we hope to:

  • Achive one of the main goal and challenge of SMOL project: Ourdoor Learning
  • Incorporate the utilization of a close public space within our cultural and physical urban reality (a nearby park) in our daily educational activities
  • Get to know a concrete space within our physical and affective environment from a global perspective
  • Understand, appreciate, and utilize the park as a space to enjoy (games, outings, natural aesthetics…), to learn (observing, investigating, and relating…), and in which to participate (park care and improvement).

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–          OUTDOOR ACTIVITIES: Activities will take place in Lineal de Palomeras Park on Mondays and Wednesdays from October to May. Schedule: 10:10-11:40 a.m.  In total there will be 48 expected sessions: 12 sessions / group.

–          ACTIVITIES IN THE SCHOOL: The outdoor activities will be related to other workshops and classes: cooking, science, ICT and photography, mathematics, art, reading and writing, etc. This doesn’t imply a substitution of one activity for another, rather it implies a coordinated action between the two workshops (or classrooms) and those individuals in charge in order to compliment and enrich all experiences.

SOME PRODUCTS:  video1 , video2