Network Project Comprehensive assessment

Comprehensive Assessment of Organizations and Networks Development Project

Identifying development needs: What is the starting point?

when you work in a company the processes cannot be held individually, there must be a team working together with a common goal or the workload would become unbearable for the one who tries to do all the tasks by himself. But when talking about teaching we tend to be very individual, working like islands even when we have a common goal, maybe because we are not used to have someone giving opinions about our teaching performance or the activities we do in class, or maybe because teachers do not accept the interference in their teaching. Anyway the objectives stay there and we must find a way to reach them as a team. In the SENA there are defined groups called “executing teams”, which are the group of instructors that teach a specific program in a school o center. Usually the executor team must be in contact and have to plan the course project together among some other tasks during the process. Unfortunately the communication among them is sometimes difficult due to different factors such as lack of time, work load, and overlapped schedules. There are some meetings institutionally defined to get together with the whole team, but it seems to be not enough, and sometimes they are so rigid that the topics covered in those meetings are limited, and the opinions of the students and the industry are not usually heard during those gatherings. That was the starting point of my networking project, I pretended to think in an option that can improve the communication in such a manner that those voices can be heard, and that deeper and more meaningful topics could be discussed by the executing team of software programming, the one that I belong to.

What are the aims of the development process?

An idea like that one cannot be developed in just two months, but with this project I pretend to implant the seed to future changes in the way the instructors see and perform their cooperation and communication. The first steps were to inform the subdirector of the school who is the head of the center, then contact the instructors and by means of an interview giving them a trigger to start the discussion in a closer and more permanent way, also involve the students, especially the ones who have the experience of being in the companies in their productive stage. Then reach the industries opinion by the students bosses in the practical stage, finally go back to the instructors and share as much possible of the opinions of the different participants of this network and start the process again, making it a cyclical conversation.

Designing a new model

The project of networking has changed a lot from its conception, although the main objective has remained from the beginning, but two moments gave a new north to the project, the first one was a comment made by Irmeli in which she proposed me to have personal interviews instead of sending formats or a survey to the participants, the second moment was when I heard on the radio about a new perception of companies worldwide which says that the best ideas come from the must unusual places, they made a concrete reference “the best ideas come from the cafeteria of the company” It caused me and impact that made me think in the experience at SENA, what is going on here, do we really pay attention to the fresh ideas, do we really have successful meetings. Then I investigated a little bit more about it, I found a blog about Steven Berlin Johnson, an American writer who in his speech of “the intersection of science, technology and personal experience, in the TED global 2010 conference” reaffirms the idea of the importance of moments free of pressure to create innovative ideas for companies. This concept is also taken for companies like Google that created a working model where the creativity is a valued instrument, and where the spaces and moments to promote creativity are highly appreciated, and the model of stress, common in other companies, is avoided a most. When I finally had the encounters with teachers, I found with big surprise, that the conversation after the formal interview was a lot more productive than the previous discussion; it appeared secrets, pedagogical tips, deep feelings, and even real compromises of future activities where I really got what I was expecting from the project. All the participants were willing to contribute, and all of them had something to say, but it was only after each interview, in a free of pressure environment, where the best information emerged.

Implementing and evaluating the development process

As I mentioned before in this document the first step was to inform the sub-director of the school, then contact the instructors and interview them a trigger, also involve the students with the same methodology; after that reach the industries opinion through the students bosses, finally go back to the instructors and share the opinions of the different participants. I am still on the third step, and I am going to continue with the company bosses in the future days. The data has been collected in two ways, initially by recorded interviews, and the second is through notes taken after every conversation, all the information of the compromises acquired with the participants has been sent through e-mails and two Facebook groups that were previously created for students.

Disseminating the results.

So far the dissemination has been done person by person; the second step for it was to become part of the pedagogical team of the center, something that I already did, I was accepted in it, but only until December I am going to have the opportunity to share the results of the project; finally the last step is to write an article in the new magazine created by the instructors school, I already made the contacts, and I was told that this trimester the first edition is already completed, but the next trimester they are going receive the articles from the teachers and I am invited to participate with one text, of course I am going to talk about my network development project.

ASSESSMENT AND STUDENTS FEARS

By Fredy Alonso Roa

The traditional way of evaluating

Assess and evaluate are totally different concepts, but as it is the same term in Spanish “evaluar” it seems that for decades we did not really understand the importance of differentiate the two concepts, and we assumed that giving a grade for a task was the only way of “evaluar”. The old-fashioned evaluation system imposed from the high-schools remained in so many people that even the ones who became teachers, years after, kept that in their minds and still use it. The traditional test and the oral presentations (lecturing) are useful tools, but unfortunately have been over used in the last decades. And in times when the learning processes are different, the evaluation and the assessment need to be different too.

The student’s fears

The question “teacher, what was my grade? Did I pass?” is commonly heard in our classrooms, but the question “what do I need to know to be better?” causes fear in students. Their background information tells them that they are there to pass or fail, and they feel out of place when you tell them that they are there to learn and become competent. It is so hard to understand that they even ask again “but did I pass?”

The assessment is understood as the tools used to evaluate the learning progress and the process of a student, and a process is something that needs to be carefully seen in all its stages, step by step, testing is only one tool, but it seems that our apprentices consider it like the only and most important.

Changing a paradigm

But if it is difficult for our students imagine how difficult can it be for some teachers who have always count on testing as their primary tool, how to convince our colleagues that the final product is not the most important, that the finish line is not the objective but the path to get there, convince them that assessing the process and supporting your apprentices with permanent guidance and counseling is even more important than handing in the final paper or product. We need to create a new consciousness where the mistakes can be seen as opportunities and the people are not taken as mere numbers but as beings able to learn and change constantly. The hardest task is that we need to make the instructors believe, believe in their students, believe in the abilities of transformation and adjustment of our apprentices, but is our responsibility to show them the correct way.

But why is it so hard to do that, as it is mentioned by Edna Lucena Acosta in her Book “Modelo de evaluación del aprendizaje” the grading is used for teaches as a tool for control and power, and some teachers might feel that there are losing their control over the class. If we want to have a successful assessment in our courses, the first thing we need to change is the perception of their own role, making clear that the instructor role is as a guide, and putting the student in the center of the process as it should be done from the beginning.

THE USE OF THE SPACE IN THE CLASSROOM

By Fredy Alonso Roa

 

For years the classroom were static spaces with rows and a lines, it was due to the character of the classes in that time, where the teacher was a figure of control and the person in front of the students possessed all the knowledge, but the times have changed, and the knowledge is something that is public, and the students became active participants willing to share knowledge and experiences.

SENA learning environments have experienced many changes due to many reasons, eliminating walls, including working stations, sometimes avoiding the use of boards, among some other variations, but even though all this changes have good intentions we have witnessed that not all the decisions in this concern were the most appropriated. Anyway, in this moment the most important is to remember, what the character of our learning sessions is, and also the new competences that our apprentices must develop such as collaborative work, problem solving abilities, interaction and autonomous learning, where the student is the center of the process.

Taking those aspects into account we must be aware of the classroom setting, the experience given by the latest times has shown that the spaces that are too static become not convenient for a collaborative class. The option of having light chairs and tables to create multiple distributions in the classroom is something that can promote the interaction and a more adequate environment for the cooperative work. Pair work and team work is easier when the participants have the option of moving around or placing the chair face to face, also in the moment of socializing information or having forums, debates and panel discussions is more comfortable when the classroom can be set in a half moon or in two parallel rows. Even moments like a warm up or a wrap up can have more options with a nice classroom setting.

So let us separate from the old heavy tables and the precisely organized rows in the classroom, we can be able to see our classrooms in a totally different shape.

NETWORKING PROJECT ADVANCES

Having an informal conversation sometimes is more fruitful than answering a questionary or being involved in a restrictive meeting or a  work briefing. After listening a wise advice from my teacher Irmeli I decided to take the way of the interview to contact the different participants of the network, today I am going to talk about the interviews with teachers. They were the first to be contacted, and many surprises arose; the first one was the good will that every one of the instructors showed, even the ones that I could expect as reluctant to participate, that was very motivating and gave me the opportunity to listen to the different points of view of the instructors. The interview was done individually with each of the instructors in their own classrooms. During the conversation with them I asked about the perception that they have about the program and the feelings about their students, I tried to send provoking questions as a trigger for the further conversations, in special questions about how successful the students are, or the reasons why they sometimes fail in their companies, then it appear the second surprise, there is a sensation that the majority of apprentices from SENA are successful in the areas of knowledge, but they have difficulties in their personal lives that cause them problems in their workplaces, the three pillars of learning in SENA are “the knowledge”, “to know how to do” and “to know how to be” and it seems that the behavior is the weakest point in this chain.

The last surprise came after the interview with Josefina, the math instructor, we were discussing about ways of improving the contents of the program when Fabio, the technical instructor (who I had interviewed before) came in to participate in the discussion, and  in that conversation we agreed to work together in an activity that would involve programming, math, and English at the same time, and we made a compromise of sharing the information and preparing the activity to be implemented in January when the students were working on “Delphi”  in software programming, and when they were starting “set theory” in math.

NETWORKING PROJECT

Project advances

I spoke to my boss to find out his opinion about the network project, and he accepted and authorized me to go on, the next step was to talk to Norah Ossa, the person in charge of contact the companies for the SENA apprentices, she informed that the person who was in charge of that follow up with students was Edith Torres and that she just visited the companies when something wrong was going on. Norah also comment that it would be a great idea, although in her opinion the technical part was Ok but the most common complaint from the companies was the lack of compromise of SENA students, and the high dropout rate among our apprentices.

Simultaneously I contacted some of my ex students who are working in the companies in this moment, I spoke to three of them and all of them showed enthusiasm and expressed their will to help with the project, one of them works in the aqueduct and sewage system company of Bogota, and she even told that I could go Now if I wanted.

Now that I have the contact I want to prepare a well-structured questionnaire for students and for the company bosses, and for that I want the help of my coworkers in my center. 

Personal teaching project reflection

The objective of my personal Project implementation was “the implementation of activities for software programming in the context of an English language learning class, to promote the use of the English language in real work situations.”

The first part of my project was to find out information on what do the students use in their working life related with English. I made three interviews and it was very surprising for me to find that they had to do lots of thing in English, not only programming, but sometime reading texts, analyzing complete manuals, and the most surprising, writing the manuals themselves, something that in my opinion requires lots of knowledge on the language.

On the other hand I wanted to know what was going on in class meanwhile they are learning with me, the answer was also surprising. When I observed teacher Edith’s session and when I interviewed her I discovered that even some of the students who have a good proficiency level felt insecure when using the programs in English, and they always try to find the Spanish version, although sometimes it does not even exist. That gave me the idea that they feel insecure when facing the language challenges.

All that information made me wonder again, what material should I include in the project implementation? What could be the best way to include the software information in class due to the limitations on time and the curriculum given by SENA? At the beginning I thought in creating complete sessions of software in English, but then I realized that I would have time limitations and that it would be redundant with what they do in class, I would also have difficulties with computers, additionally I am supposed to stick to the program created by SENA, it opened my eyes and I realized the it was not going to work. That is why I decided to include the software embedded inside the topics of the course, not separately, so for example when I was teaching “there is, there are” I also included the vocabulary of a program menu and they described it; When we were talking about giving instructions, they created a tutorial for a software program, and so on. It made it easier for the teacher and softer for the students.

In terms of motivation it really surprised me, unfortunately I lost some of the class recordings but let me tell you that there were moments that the inclusion of software vocabulary or software topics transformed an ordinary class into a passionate discussion where everybody wanted to participate.

One of the hardest parts is to decide what to include and when to do it, I think I need to work a little more on that, experience some other possibilities and make decisions based on the classes given trimester b trimester. Another issue that makes me wonder is if the real effectiveness of what I am doing, that is why I asked the teacher Edith Nancy to help me keep track of the students that she knows feel scared with the English. We are still waiting for the results but so far it seems that is working.

The best part of all this process was to witness that small changes can cause an important impact in the learning process of the students. And that the reflecting on your own teaching may bring lots of nice consequences. Additionally for me was very interesting to see me teaching, sometimes you make a picture in your mind but then when you observe yourself from other point of view the things change a lot. Actually it was one of the biggest surprises, I also gave me more ideas on what to improve in my own teaching.
 

Implementation 2

Implementation 1

Class Observation 5

 Teacher: Raul
Program: carving
Time observed 6 hours
Date 2015-05-14

This session was on the third floor in an open classroom with a group of students that are taking a complementary course of emerald carving. In the interview with the teacher he comments that the objective is to prepare the students to a field trip to the most important zone of emerald trading in Colombia.

The class

It began as an informative lecture leaded by the teacher where he explained some of the most important aspects to take into account when travelling to Muzo. But then it turned different when he started to explain the way o trading and bargain with emeralds because it included the active participation of students, and turned into a forum where everybody gave opinions and ideas on how to act, what to buy, and what to do. The first three hours finished with the T proposing a deeper investigation from students.

The next day they continued with the discussions but with clearer information, and then the T again took the lead of the conversation and presented some other clues to take into account including the transportation and the housing there.

DO’s

It was interesting to see that the teacher transformed a lecture into an open discussion, he used an activator that was bringing samples of emeralds to the classroom and it provoke the immediate reaction of Ss. T promoted the discussion and encouraged Ss to participate actively in it.

The strategy of giving the Ss time to investigate and go deeper was very successful and helped to clarify some assumptions from the same Ss.

Class Observation 4

Class Observation 4

Teacher: Edith Nancy Espinel
Program: Software
Time observed 4 hours
Date 2015-07-21

This class was on the first floor in one of the computing classrooms, where there are 30 computers and there were 16 students, this session was the second part of a series of sessions where the objective was to train the students in the identification of mistakes in C programming.

The class

The first part of the session was with the teacher giving reviewing the work done in the previous class, then she presented the activity, every student will receive a program already created and they were supposed to check it carefully and little by lttle identify and correct the mistakes in order to make the programs run.

After the explanation the Ss go to their computers and start the work, although it is individual, they are encouraged by the T to try to help the people they can, so from time to time some of them stood up and went around the class helping each other, after trying the option of collaborative way the go and ask the teacher.

During one hour T seemed to be disconnected for what was going on but after a while she started to walk around the classroom monitoring the Ss work. The session almost ended but I had to leave earlier because m class was about to start.

DO’s

In this case there are many, I liked the way the Ss cooperate one each other, also the route proposed by the teacher, first try to solve it individually, then try the internet, if not ask your partners and if definitely you can’t solve it ask the teacher.

I also liked the strategy used, where the Ss is the one who has to experience the work of be responsible of making things work. The Ss work was very independent and the T function is to set the situation and to support them in the process.

DON’Ts

I think that the T took too long to walk around the class, she could have done it before. Specially with the lowest level students.

Class Observation 3

Teacher: Diego
Program: English
Time observed 2 hours
Date 2015-07-14

This session was on the third floor in a closed classroom with a group of 15 students (Ss) from different areas taking a 40 hour course of English. According to the conversation with the teacher (T) the objective is to cover some of the basic grammar topics, because they are supposed to have been taken the virtual courses in advance.

The class

It was a theoretical class, The T goes over grammar topics like simple preset, simple past, adverbs of frequency, countable and non-countable nouns among others, T makes an explanation on the board mixing Spanish and English, but mostly in Spanish, after every explanation he asks questions like “¿Como se dice?” (How do you say…?), trying to find out how much the Ss know the vocabulary, but most of the times the answer was given by the same 2 Ss. Meanwhile most of the Ss take note.

DO’s

For me it was very difficult to extract the best because it seemed like the antithesis of what I consider an English class should be.

DON’Ts

It was a totally teacher’s centered class, I did not really found the order of the topics, the T did not give time for Ss to analyze or even ask, and the questions were always answered by the same students so there were many Ss that did not say a word during the whole; T jumped dramatically from one topic to another and there was no a communicative objective for the session.

 

After the session I interviewed the T and he told me that he felt pressured for that class because he was not an English teacher, that he was a technical drawing teacher, and he had to take that class just because he knows how to speak the language, and also because he has to complete the teaching hours in his schedule. That he does not know if he reached the objective of the class, but he tries to do what he can.

That makes me think that the administrative decisions taken by the coordinators are sometimes contradictory and not coherent with the institutional perspective, and of course they affect the Ss learning process.

Class Observation 2

 

Teacher: Manuel
Program: Precious Stone Carving
Time observed 2 hours
Date 2015-07-09

This session was in the second floor in a closed classroom with a group of 22 new students in the specialization of gem carving with ages between 19 and 45 years, this session is one of the first of the trimester and the group is still in the contextualization cycle of the program. The objective of this session is to bring the students close to the world of carving.

The class

It started with the teacher (T) telling his students (Ss) a little bit of the importance of the precious stone industry in Colombia; then T introduced the central activity that was to observe a video from Nat Geo channel about the emeralds in Colombia. It was a really interesting video that showed the reality of the commerce of precious stones in the country and also the unbelievable change in price after a good carving. The video took around one hour, after the video the T asked the opinion of Ss in regards to the video and the career they selected. And Ss gave their opinions one by one.

DO’s

The material used in class was totally adequate for the objective of the class, and I think the Ss were totally fascinated by what they were watching; a warm up at the beginning and a wrap up at the end of the session were very important, and in this session those two parts were very clear.

DON’Ts

I would have included some pre while and after video activities where the Ss could have interacted and shared their thoughts, For example a predicting activity before the video, and some discussion after the presentation of it.

Class Observation

Teacher: Julio Rueda
Program: polyester
Time observed 2 hours
Date 2015-05-14

The class was in the third floor of the Complejo Sur, in an open classroom (with no walls) and the apprentices are a group of High school students with ages between 14 and 16 years old. At the beginning I interviewed the teacher Julio in an informal talk, and he tells me that these students have been working with him for about 6 months; the topic of the class is the transference in measurements between centimeters and inches, and the understanding of the measurements in tools used for the polyester manipulation.  

The class

The session was very theoretical; it started with the teacher (T) explaining on the board the way of transferring from cm to inches. He eventually asked his students (Ss) about some mathematical operation answers. He seemed to focus on 2 or 3 students apparently the lowest level students.

T presented most of the information on the board, and asked some open questions trying to elicit information, although the answer of the Ss was poor or they remained silent for a while and T answered by himself most of the questions.

After almost 1 hour of explaining the way it is transformed and the Ss taking notes; the T starts telling them the importance of doing the measurements correctly and how if they make it incorrectly this could cause them severe legal difficulties. It seems that many of the Ss are distracted but the T maintains the discipline.

Then we had a break of 20 min. I could not continue observing any more.

The do’s

The teacher has a clear knowledge of who his students are; he calls them by the name, T has a complete control of the discipline and Ss believe on what he says (although as a personal note I wouldn’t be so strict). T provides good examples for the class. The objectives were clear and most of the class turned around them. T cares about personal life issued of his Ss

The don’ts

The teacher talking time was too much, and the students’ participation was almost nothing. The class was completely teacher centered. I am not totally sure if the Ss got it. The Ss did not have time to think. There were many opportunities for team work and they were wasted. I have the sensation that the class was boring for the Ss.

Essay: Current situation of Networking in the CME SENA Bogotá

Current situation of Networking in the CME SENA Bogotá

In the world of education networking is a necessity, if you are not connected you are probably missing so many opportunities to improve or have better performance in what you do, and for the SENA it is an issue that attracts the attention of so many people. In the national scenario we have connections with the industries, the employees, and the academy.

But this is a big institution and the networks that work in a school, not necessarily work in all the schools. The Centro de Materiales y Ensayos CME where I work is located in Bogota, and the majority of the programs that we have are related with the industry, such as welding, jewelry, material testing, polymers and software programming, therefore must of the collaboration is aimed to support the industry in the city of Bogotá. All this networking is done specially in the south part of the city, and with companies located in specific zones according to the specialization, so for example, most of the jewelry partnerships related to emeralds and precious stones are focused in a town called Muzo and its surroundings where we find the biggest market for that kind of product.

But what exactly are these kinds of networks about, the objective of the relationship with the companies is to know the necessities of the industry so we can provide more appropriated programs, to know the new technologies and challenges of the industry with the purpose of implementing them in the programs taught at SENA. They also pretend to offer the courses given by SENA in order to provide training to the employees, but additionally to accomplish the goals determined by the general direction. The other purpose is the inclusion of our students in the labor life, so the contact with the managers of companies is very essential to complete the learning process in their practical stage.

Sometimes the contact with the representatives of the companies is done directly between the instructors and the company personnel, but the majority of the times are the SENA coordinators and the leaders of the programs are the ones who go and contact them.

There is also another way to contact the industries and is through the so called “mesas sectoriales” which are the official meetings between the representatives of the economic sectors, the government, and the representatives of academic society. The objective of those meetings is to agree the politics concerning to the training and qualification of the human resources and the decisions of what is pertinent in education according to the needs of every sector. Unfortunately the participation of those meeting is limited, but it also includes the participation of instructors.

Taking this information we can analyze that the relationship between the educational institutions like SENA and the industries and the companies that are affected with the training of the centers is close but it is limited to just some specific people and not everybody can participate actively.

But the information and the decisions of those networks cannot stay on the official meetings, thus, there is another form of network inside the center and is through the program teams. The teams are formed by the instructors who teach in the same area, they are the experts of an specific area and they are the ones who can take clearer decisions on the aspects that may affect their teaching responsibility. There is also a person who is the leader of every team, he is the one in charge of transferring the information from the teams to the director of the center, and this person also belongs to the pedagogical team. The pedagogical team is a relatively new figure, and is formed by the director of the center, the coordinators (academic, administrative and complementary courses), the leaders of the different teams, and some representatives of the administrative group. They have meeting every Tuesday and discuss about the different issues that are taking place in the center.

The structure is interesting and it works in some levels, although sometimes the information stays in the meetings and is not transferred to the majority of the groups, for example, in the area groups an advantage is that the people involved in the groups belong to a same field of knowledge and it permits them to speak in a common language, the meetings that they have are specially to discuss the planning of the trimester activities, and the projects to be performed by the students during the trimester. Unfortunately the opportunities to meet are few due to the tight institutional schedule, so the complete teams usually meet just twice or three times a year, and this could be considered too few.

It is also common to hear that after the meetings some teachers decide to ignore the proposals of their coworkers and go to class to continue doing what they always do, that is something that is very difficult to change because of the organizational structure, and also the independence that every teacher has, so the only thing to be done in a case like that is to trust in the team and hope that their compromise become more important than their own precepts. On the other hand we have witnessed some very successful experiences where the instructors have come to agreements that have transformed the learning of their students, one of those examples is the team of software programming that after some meetings transformed a disorganized and sometimes incoherent structure into a more unified and clearer organization of the program and the projects proposed among it. To understand it, is necessary to know that the program is proposed nationwide and the same structure is presented in different regions, but the projects that are tied to the program used to be proposed for every instructor each trimester, it caused that for the same program the students had 5 or 6 different approaches, and the results were totally different. When they analyzed the situation, the problem was not the diversity, but the unnecessary spend of resources and time, and in some cases the low level of the students at the end of the process. So they decided to discuss and agree on a new common structure for their program projects, and after experience it for a period of time, they met again to analyze the results and make the corresponding changes. That was a very fruitful process and an example for the rest of the groups that it was possible to work as a real team and have real changes.

Another aspect to be improved in this level of networking is the retention of the information, especially from the pedagogical teal to the instructors; even though the pedagogical team has weekly gatherings, no information is published and the rest of the instructors ignore what is going on those meetings. That is a concern, because it seems that the efforts that they might be doing inside the pedagogical team could be eventually lost due to the lack of communication with the rest of the teachers.

But the networking must be done not only with the companies and the coworkers, there is a group that is directly affected with our actions and is the community in general, and I think that it is one of the weakest points in our center, even though there are some spaces created like fairs where we present the programs available to the public, no other actions take place with the community.

Therefore the challenges in terms of networking are opened, even more when there is no a complete creating of networks between technical teachers and the teachers of the transversal areas like math, communication, ethics and English, that are involved with all the different groups programs that the center offers. We are constantly in contact with the teachers of the different areas, but our work is escencially support the programs that they lead, I think that there is more to do in terms of agrrement with the instructors, athe companies and the community.

 

 

 

 

Collaborative workshop analysis

The implementation of a collaborative workshop implies a series of decision taking during the planning. Initially it is important to decide and focus the learning outcome; sometimes the topic to be studied during the workshop can cover so many themes that it is essential to narrow the information and the kind of discussion to be implemented. In the case of the scavenger hunt we decides to focus on 6 main topics out of 10 options, anyway it seemed that the number of activities proposed exceeded the limitations of time that we had, and caused that at the end of the activity we had to accelerate the things.

On the other hand the opportunity to discuss freely gave them the chance to work on a more confident environment, risk free, where the participant had the opportunity to analyze and take so many aspects into account. The task proposed pretended to create inspiration, to place their thinking in different environments, and to explore other skills in relation to the same topic. It was very interesting to see the participants creating music at the same time of thinking in dropouts. It was also particular not only criticize the actions that cause the dropout but also experience themselves the situation of creating an activity in an area like math to avoid one of the causes of dropouts, so the purpose of creating thinking is a more complex way gave us an interesting experience to be multiplied in our own teaching.