| Missing student catching-up system | |
| 1. Institution/School | San Jose Jesuitak |
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| 2. Name for the good practice | Missing student catching-up system |
| 3. Main area the practice has influence on | Learning process |
| 4. Purpose of the practice | There are 2 main purposes. Make the missing student feel the group cares for him and provide the missing student with the class information he has missed for not having attending lectures. |
| 5. Short description of the good practice (200 characters, at most) | The supervisor is in charge of reporting to the missing student from his team on what has been explained in each class, as well as the homework or other taska to be done (exams, works and so on) Apart from emailing the missing student, the supervidor will send a carbon copy to the tutor so that he can assure functions are being accomplished. This reporting system gives also chance to become more aware of frequent absences |
| 6. How to apply it. Step-by-step explanation. | Step 1. Students are organised in teams of four Step 2. Everyterm or even for shorter periods of time, a month, for example, each student is assigned a role to contribute to the learning process of the team. In short, there are 4 roles: Coordinator, secretary, supervisor and assistant Step 3. Regarding the missing student practice, the crucial role is the supervisor's as he is the person in charge of reporting by email, CC to the tutor, to the missing student what has been going on during her abscence Step 4. If the supervisor is missing, the assistant takes the fuctions of the supervisor |
| 7. File to download | |
| 8. Why was it first applied? | This practice has been introduced along with the cooperative learning methodology and the role assingment but ir is still not much standardised. It was first introduced in a systematic way when some students participated on a French exchange thus missing several school days. As parents demanded some measures to counteract these consequences, provisional supervisor students where assigned to each missing student |
| 9. How was it tested? | |
| 10. How many teachers took part in its application? | There are some tutors who are starting to try it, around 5 tutors |
| 11. Did it involve any investment in new materials? | No |
| 12. What effect did it have among students? | The first trial for the French exchanged turned out really successful and that's way we are trying to spread this practice to usual routines, not only for exchanges |
| 13. What spread has the practice experimented? | It is still being displayed through the organisation |
| 14. Has it been standardised by a teacher, a group of teachers, a level or the whole institution? | Not yet |
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Rating | Download |  |
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