The Project Work as a way to promote group interactions (página 2)

In summary; the student or the team of students should
participate being actively involved and making his own learning
that of the other ones. To take responsibility with the process
to carrying out the task and obtain the prospective product of
the same one, as weIl as be interrelated with the other ones to
solve the exercise or problem and this way to learn.

The teacher should make sure that each member of the
team cames out his own work and that cooperation is given among
them, which demands a didactic and appropriate planning. The work
in teams does not suppress, neither it is quarreled as the
individual work; on the contrary, it implies it as basic element
for the construction of knowledge.

Students should be guided by the teacher, to contact
with the teaching content directly: to read, to look for, to
discuss… students wiIl only in this way find sense and meaning
to what students Iearn and the genuine interest to know wiII
arise in them.

During the process of construction of the students"
knowledge, the teacher should induce them by means of questions
and exercises to the development of metacognition, so that they
become conscious of how to learn: steps, difficulties, successes,
errors, etc.

Many specialists insist, from the point of view of
cooperative learning as a teaching strategy; that is to say, like
an effective way to structure team of students to learn and that
these teams have successful in the following
principles:

1. Distributed leadership: all the students are able to
understand, to learn and to develop tasks of
leadership.

2. Heterogeneous advantages: the effective teams are
those that are heterogeneous and that students include students
of sexes, different social origin, ability levels and physical
capacities.

3. Positive interdependence: the students need to learn
how to recognize and to value their mutual dependence with the
other students. A positive interdependence is promoted based on
common tasks, when being requested individual demands and group
recompenses and material of shared work or the creation of a
product of the whole group.

4. Acquisition of abilities: the students" ability to
work in group in an effective way, it is determined by the
acquisition of specific social abilities that promotes the
collaborative and the commandment of the group.

5. Group autonomy: the teams of students will be able to
solve their own problems better if they are not rescued by the
teacher. The students that solve their problems are more
autonomous and more self-sufficient.

AIl exposed up to here, allows thinking that Cooperative
learning is the means for obtaining significant learning, and
with it, the development of the individual
potentialities.

Cooperative learning is the way to reach the quality of
education; which is achieved when teachers and administrators are
willing to work and to learn together to reconstruct new norms
and school behaviors.

Cooperative learning is the educational pattern that
better gives an answer to the historical, socioeconomic and
cultural conditions of contemporary society.

It is not Iimited to impel changes in the classroom,
independently of the organizational development of the school.
Just the opposite, it permits to aIl of them to act in harmony
and that so much administrators, teachers and students go on with
the same principles of critical and creative performance,
retransformation and constant construction of their reality,
committing themselves and taking the responsibility each of them
has according to their level and the role they should play, with
the tasks that the teaching-learning process implies. (R,
Ferreiro.1998)

Working in teams is one of the ways that cooperative
learning adopts inside the teaching learning process. One of the
ways in which cooperative learning can be developed is through
working in teams in the classroom, through the activities that
are developed during the Iesson. One of them is the project work;
by means of this the students do not only get the new knowledge
but also develop themselves on the educational sphere, besides of
developing new abilities.

Some
considerations about Project work in the Teaching-learning
process

The elements of project work should have a relevant
place in the system of lessons of all subjects; they should be
varied and should not only be within the framework of habitual
and traditional tasks. It is necessary to organize it according
to the psychological and pedagogical characteristics of
students.

The first investigation about the project work of
students during the teaching learning process appeared in 1940,
in a bock by R. M. Mikelson; (Cited by Conde, 2000). It contains
a generalization of the experience of school teachers.

The systematic study of the contents of all project
works and the different ways to organize their realization on the
part of students began in the second half of the fifties. Back
then, the role of a project work was only that of fixing and
repeating the material exposed by the teacher, and it was not
even systematic. The activities carried out such as;
compositions, solutions of a part of the exercises of
Mathematics, Physics and Chemistry and so on, were active means
of the cognitive activity. As a result of this, one had that the
student produced many independent actions in class, but the same
as before, he thought very little.

The aspects related to project work of students and the
procedures for its organization was very deeply investigated,
only during the first years after the emergence and establishment
of a new type of teaching. Esipov, (Cited by Conde, 2000), wrote
that it was decisively important to raise the specific
significance of project work of students in class. He said that
with such a little quantity of them, students could not be
trained to put into practice aIl the knowledge acquired. Trying
to interpret, in this sense, some ideas of educator M. A.
Danilov, who not only pointed out the quantitative aspects of
project work for students, but also the qualitative ones, this
experience was put into practice, and different types of project
work settled down and its role was clarified in the improvement
of the process of assimilation and fixation of knowledge by
students.

Different types of project work were specified this way,
starting from the pedagogical experience:

First type: Students carried out independent study of
the aspects that were not fully revealed in the teacher"s
explanation in the classroom.

Second type: It foresaw that students should study, by
the textbook; all the fundamental aspects that the teacher
exposed in class. They were assigned independent study of the
elements, which had not been illustrated in the teacher"s
explanation.

Third type: It was the interpretation, on the part of
students, of the previously acquired knowledge, in new
relationships and logical variations.

Fourth type: It was the fixation of any new knowledge in
class without an ulterior procedure at home.

Fifth type: It represented the harnessed fixation of the
received knowledge, which could be acquired, from the teacher"s
explanation or from other sources.

Although this systematization of the types of students"
independent educational activity did not give definitive
methodological recommendations, it contributed to the search and
establishment of the influence of the most convenient procedures
for organizing project work and influenced upon the best
assimilation of the knowledge exposed by the teacher in
class.

In this pedagogical experience it was evidenced that not
had enough didactical value. The application of the system of
varied project work, guided to the independent acquisition of
knowIedge on the part of students.Constituted an effective means
to achieve a more active cognitive activity, and to develop the
creative capacities of them.

This advanced experience was generalized on the basis of
experiments, which allowed all the educators to deepen on the
theory of project works; and to elaborate other alternatives with
a psychological and didactical essence.

According to authors L. Klingberg (1972), P. I.
Pidkasisti (1976), G. Red (1982), G. Valdivia (1988), A.
Labarrere (1998); a project work can be considered a method, as a
system, as a way of learning, among others. In consistency with
the objective of this investigation, project work is assumed as a
process and as a means.

This process that is conceived in a series of stages,
going one after the other and following a logical order, and
which allows the individual to corne closer and closer to the
characteristic of the object.

According to the illustrated dictionary, a process is
progress, action of going ahead. Moreover, in its second meaning,
process is a group of consecutive phases of a
phenornenon.

According to the philosophical dictionary of M. Rosental
and P. Ludin (1981) the word process comes from the Latin
processus that rneans step ahead. It is the systematic
transformation, seized to law, of a phenomenon.

A process, from an operative definition, is a sequence
of stages or states of a certain object that attempts to the
achievement of a specific objective and which leads on to some
development. The value of the characteristics of the object
changes as the process develops.

According to Marco in his Masters Degree thesis (2000)
¨there is learning in the process of project work, because
many transformations occur, both in teachers and students. There
is development of certain abilities, new information is obtained
and some strategies and procedures are gained to approach
academic contents in any educational Ievel¨.

The process of project work makes possible to pay proper
attention to the individualities of students. This requires
careful planning, appropriate orientation and effective
control.

In the orientation of project work, it is important to
specify the consulting material that will be used, and, what
means and procedures wiII be used for its realization. So that
the student can fulfill effectively what has been assigned. It is
important for the teacher to keep in mind the development of the
abilities for taking notes, making summaries, analyzing new
materials, solving problems, and so on, in correspondence with
the characteristics of each of the subjects, in the process of
the lesson.

The different ways, in which any project work may
appear, wiIl provide students with new and varied sources of
knowledge. Students will also develop, at the same time, the
necessary abilities to fit the content of the textbooks,
workbooks, maps and graphics, and of the whole informative
material he could be interested in or feel necessary. But the
most important thing that must be achieved is the development of
abilities that allow them to use what has been Iearned, in the
solution of each recommended activity, the confrontation to new
situations and in the performance of very usual activities in
real life.

Something decisive for a significant project work for
students lies on the content and the nature of the tasks that the
teacher commands him to do: the elaboration of summaries, the
writing of works, for instance, in which the student is forced to
apply and to relate the knowledge acquired in class. Only a
scientifically elaborated task that is outlined with an educative
and instructive focus represents a premise for the student"s
project work to be efficient. On the other hand, each task should
be laborious, so as to foster the student"s active interest, as
well as the desire to complete it.

AIl good teachers should precisely be characterized by
the fact that each step students take to guide, should bring
students into the active-conscious work. This way, project work
becomes a laboratory of mental work that is rationally organized,
and it consequently foments a creative attitude in any task that
the student cames out.

In the appropriate and systematic orientation of project
work, the teacher"s main role is to direct his students
correctly, constantly deepening on the activities that students
carry out in the consolidation, search of knowledge and in the
acquisition and development of abilities. Also, it is the
teacher"s responsibility to carry out, in a systematic and
operative way, the control of the knowledge of students and to
inform them of their difficulties so as to work quicker to
eliminate them.

It is very important that the students Iearn how to
critically analyze the results that students obtain from their
tasks, and if this is in agreement with what was expected, the
teacher should then develop abilities in students so that they
may evaluate their own work and build opinions that students can
later discuss during the exchange with their
classmates.

It is also important that teachers approve and recognize
suitably the high results of their students in the activities,
mainly in those cases in which the difficulties for learning and
doing project work have been observed. Teachers should maintain
the daily systematic control on the realization of the activities
oriented.

The basis for students to study individually and
consciously wiII be laid if teachers follow this systematization.
It also implies the achievement of the possibilities to plan
their time appropriately, to prioritize the activities according
to their real necessities and to know how to guide and organize
themselves, so as to complete the tasks recommended in the
indicated time, and appropriate achieving a high level of
efficiency.

The above mentioned is confirmed by José
Ramôn Fernàndez at the closure of the Conference of
Pedagogy 86 when expressing:

"The educator"s fundamental activity has to be directed
to act upon the mind of students, to propitiate the development
of their intellectual capacities, to teach them to think, to use
reason, to synthesize, to develop habits and abilities for
project work, for the search and organization of knowledge, for
the correct use and the proper handle of the textbook, as well as
all types of bibliographical sources, for taking notes in class
as support and not as substitution for the textbook; to form them
habits of individual study, and to teach them how to study, as he
guides their efforts to the integral formation of
personality."

Therefore, it is unquestionable, the necessity that
students learn how to carry out project work, learn how to study,
Iearn how to think, because this will contribute to their best
integral formation, although, undoubtedly, these capacities are
not acquired by students overnight. To develop them, it is
necessary to keep a systematic, conscious process, so that
students can feel the necessity of acquiring the contents by
themselves and then be able of make it come true.

It is welI known that several levels of assimilation of
knowledge exist: students can recognize, reproduce, apply and
create. To achieve the proper development of their cognitive
independence, students should end up creating. Students should
assume their work in an active way and not as if students were
deposits of information and simple repeaters of what students are
taught.

To achieve in students the dialectical and creative
thought, it is indispensable to contribute to their communist
education, since one of their fundamental components is the
intellectual education, the one that, besides preparing them for
life, offers them the basis to carry out their future work with
efficiency.

In the different educational levels students shouId
Iearn and develop abilities such as: reading in an expressive
way, learning how to think, observe, compare objects and
phenomena, and act upon its transformation. Moreover, he shouId
divide a text into its parts for its better analysis, locate data
of interest in the sources of information, as well as learn how
to listen to the teacher.

Reguisites an activity should meet so as to be
considered as project work:

• It should be a task that is generated from the one
  assigned by the teacher.

• It should have reasonable negotiation for the
  realization on the part of students.

• It shouId encourage motivation in students so that
  students feel the necessity of searching and taking the
  appropriate procedures to solve it.

• It should have students make all of their efforts
  for the correct solution of the activities.

• It should respect the stages of the activity. It
  should agree with the didactical particularities of the links
  of the teaching-learning process.

• It should be settled down on the bases of the
  correct use of the work method.

• Evaluation and self-evaluation must be
  planned.

• It should have an educative value.

Then it is wise to consider that to achieve project work
with these previously outlined requirements, a certain level of
independence should exist in students, requiring certain basic
knowledge of the topic of the activity, a clear objective, so
that what is be understood by everyone, and the mastery of
methods and possible ways of solution be evidenced.

Project work can be applied in all matters and contents
of teaching regardless of the level. However, to achieve the
quality that is expected on the part of students, it is necessary
to keep in mind the following aspects:

• If it is guided correctly, the effectiveness of the
  process of assimilation will increase, leading on to make it
  more active, more conscious, deeper and more
  durable.

• It is directed to achieve in students a stable
  attitude towards the solution of tasks, that is to say,
  towards learning.

• With this type of activity, as the student puts into
  practice the knowledge already acquired and reinforces habits
  and abilities, the students" efficiency is
  achieved.

• Being applied correctly, it allows to achieve a
  productive attitude on the part of students before all the
  learning, avoiding, therefore, a merely receptive
  participation of the students and the teacher- centered-
  class. Lessons self-activity has its maximum expression here;
  it is not something external, but an interiorization that
  allows results and superior effects in the teaching process.
  This is obtained when the didactical and methodological
  conditions are created so that the initiative and the
  creativity in the relatively independent solution of the
  tasks can be developed.

The didactical value of the mentioned above is in how
the teacher organizes and drives the activity, making all the
work more and more productive.An organizational transformation in
class should never be simply carried out without forgetting that
the efficient organization of project work has a relevant
importance in the results that are supposed to be obtained. It
should be noted that all the human capacities are developed in
the activity; therefore, the capacities of learning and those
project work can also be fully carried out through a correct
organization of the teaching activity.

Evidently, this indicates that the teacher should have
clear conception of the way he should the activity before
beginning it, as well as having very carefully checked all the
possible conditions that can rise in class so as to be able to
guarantee, in this way, a correct orientation of project
work.

The teacher"s role in the teaching-learning process is
decisive; since he is the one who communicates, exposes,
organizes and provides students with the scientific, historical
and social contents. There is, therefore, not only communication
between the student and the teacher, but among students
themselves and with the community, as well. All this allows
affirming that it is the presence of a process where there is
always interaction. The students" cognitive independence is
mainly formed through project work, in all and each of the
subjects of the curriculum. That is why it is organized as the
realization of a certain task in which the student works without
the teacher"s direct participation, but under the appropriate
guidance.

Orientation, realization and control:
essential parts of project work. Will the author plan any project
work correctly if he does not know the parts of which it
consists? Each of the stages or parts which compose project work
includes quite important aspects for its application. In
considering these elements, the different stages of this activity
should be analyzed as the following:

STAGES OF PROJECT WORK 1-
Orientation. 2- Realization. 3- Control.

ORIENTATION STAGE

This stage is the one which is to guarantee the
students" comprehension of project work. That is to say, the
comprehension of what he has got to do before its realization.
This is the right moment at which the background information
(that is, what the students know about the activity to be
realized), the precision of the objectives, the condition of the
task, aIl the data and information he has available, the
procedures to solve the task, as well as the appropriate moment
to use them, should be analyzed. AIl of these elements contribute
to the students" reflection before his learning, permitting to
achieve the effectiveness of his realization and
results.

At this stage, the teacher should also guide the
students towards the interiorization and motivation of the
activity he is going to realize, creating, in them, a positive
attitude towards the cognitive activity. Taking into account the
previous knowledge, the teacher wiIl be able to introduce the new
knowledge with a more direct and conscious intervention on the
part of the student in the elaboration of new
knowledge.

According to N. Talizina (1985), so that the actions are
conscious and the individual does not become a mechanical
performer, it is necessary to teach him the orientation stage
from which his realization is derived.

The interaction among the orientation, realization and
control actions that the student should carry out as part of his
learning activity, whose address is on the teacher, should
converse as a group of actions interrelated with a certain
balance that allows a more efficient activity.

REALIZATION STAGE.

At this stage, aIl the information obtained from the
previous one, with the purpose of producing the required changes
for the realization of project work with the necessary quality,
will be materialized for the part of students.

The actions to be realized should have been object of
analysis of as part of the previous stage, which wiIl permit the
students to achieve a conscious and rational action, otherwise,
he will act by proofs leading up to mistakes, and this will take
too much time on this matter and he wiIl not reach general
procedures.

The realization is indispensable for the successful
development of project work. At this stage the teacher will also
be available for consultation in case the students have
difficulty, but he should never give the solution to the activity
himself and neither substitute the student. Here the teacher will
observe aIl the students" capacities to solve the task on their
own, permitting him to work according to the students" real
potentialities, which will give the possibility to the teacher to
move the student to an affective level of development in which
the student previously was. This way, the teacher will, then,
provide conditions which favor the reach of higher levels,
allowing the student to be !ocated in new areas of near
development, with the necessary help, as Vigotsky stages in his
investigations.

CONTROL STAGE.

This stage constitutes an important link which allows to
check the effectiveness of the ways and procedures used, as well
as the results obtained, permitting to make all the necessary
changes in case any mechanism fails. This implies the
rectification of all the actions performed to approach the right
answer.

Practice has shown that students are not always able to
apply the procedures for the valuation and control of their
results. The self-valuation and control are self-regulator
mechanisms of our actions, and are put into effect at the
different moments of the solution of project
work. When the student is able to interiorize these actions, he
will also be able to analyze if he used the correct method or
not, which will give the possibility to be involved in the
analysis of his classmates" work through the exchange that all of
the viewpoints manifest about the matter studied or
realized.

On the other side, it is wise to point out that there is
a tendency among teachers to only controt if the student is doing
project work or not, which is a pretty mistake. lt is true that
the fulfillment of activities should be controlled, but the
emphasis should be mainly on the way in which the student
developed the activity, what method students used, what
difficulty students had to encounter and how students managed to
put it off.

The valuation is closely related to the control. It is
formed upon the bases of this one, and allows the student to know
the degree of correspondence or not, with the results obtained
with respect to the demands of the assigned project work, which
determines, to a large extent, the quality reached in the
realization of it.

It should be noted that the way of evaluation may vary
in correspondence with the kind of project work that is being
assigned. The possible ways of evaluation are these:

• Frequent evaluation.

• Reading over class notes.

• Discussion of work and reports
  back.

• Participation in seminars and
  workshop.

• Application of tests.

• Written questions.

The control and evaluation should begin by the very
organization of the activity on the part of both the teacher and
the student. AIl of the teachers, at the time of organizing
project work of students, should not only analyze which way of
control students will apply according to the objectives, content
and the type of the assigned system of tasks, but also take into
consideration the individual particularities of students so as to
attend to them individually.

Project work as
an alternative type of project work for the Enqlish
curriculum

Some teachers regard any activity that involves
individual or group research over a period of time as project
work. Very often this kind of activity is topic centered and
results in the production of a piece of written work. Other
teachers attach more importance to activities that will get the
learners out of the classroom, particularly, those that involve
the collection of data through interviewing. There are, in fact,
no near definitions of project work. It can be both individual
and collaborative; it can be in or out of the classroom
(depending on the nature of the project and other constraints)
and it may or may not result in a substantial product. Something
must be produced, but the emphasis must be more on the process
than the product itself.

Clearly the important thing in the foreign language
classroom is to identify project work which, in narrow terms,
will provide a framework for language use and development that is
satisfying and effective. It should be something that the
learners enjoy doing and find purposeful, while its effectiveness
derives a great deal from the way it integrates skills naturally.
At the same time, on a broader front, project work will require
and develop skills which are equally important (although often
neglected) in the mother tongue. Students are:

COMMUNICATION SKILLS (when interviewing and
reporting back)

RESEARCH SKILLS (when reading)

SOCIAL SKILLS (when discussing,
collaborating, meeting people, etc.)

Sometimes for project work students wiII have to work
through the mother tongue, but this need not concern us if the
outcome is educationally beneficial.

Projects have to be carefully planned, through a process
of teacher-learner collaborative, but their setting up, as well
as the guidance and monitoring that is needed in support, is
largely a matter of common sense. Things may go wrong, as with
other activities, particularly, those on a large scale like
simulations, but because of the involvement demanded, project
work must not be allowed to collapse or result in frustration.
The teacher"s role is crucial in identifying or helping to
identify project areas, in providing adequate support and in
motivating the learners.

Some language professional equate project work with
in-class group work, cooperative learning, or more elaborate
task-based activities. However, project work represents much more
than group work. Project-based should be viewed as a versatile
vehicle for fully integrated language and content learning,
making it viable option for language educators working in a
variety of instructional settings including general English,
English for academic purposes (EAP), English for specific
purposes (ESP), and English for
occupational/vocational/professional purposes. Project work is
viewed by most of its advocates "not as a replacement for other
teaching methods" but rather as "an approach to learn which
complements mainstream methods and which can be used with almost
all levels, ages, abilities of students (Haines 1989).

The primary
characteristics of project work

Project work: it has been described by a number of
language educators, including Carter and Thomas (1986),
Ferregatti and Carminati (1984) Friedbooth (1982, 1986), Haines
(1989), Legutke and Thiel (1983), Papandreo (1994), Sheppard and
Stoller (1995), and Ward (1988). Although each of these educators
has approached project work from a different perspective, project
work, in its various configurations, shares these
features:

• Project work focuses on content learning rather than
  specific language targets. Real-world subject matter and
  topics of interest to students can become centraI
  projects.

• Project work is student centered, though the teacher
  plays a major role in offering support and guidance
  throughout the process.

• Project work is cooperative rather than competitive.
  Students can work on their own, in small groups, or as a
  class to complete a project, sharing resources, ideas and
  expertise along the way.

• Project work Ieads to the authentic integration and
  skills and processing of information from varied sources,
  mirroring real-life tasks.

• Project work culminates in an end product (e.g. an
  oral presentation, a poster session, a bulleting board
  display, a report, or a stage performance) that can be shared
  with others, giving the project a real purpose. The value of
  the project, however, lies not just in the final product but
  in the process of working towards the end point. Thus project
  work has both a process and product orientation, and provides
  students with opportunities to focus on fluency and accuracy
  at different project work stages.

• Project work is potentially motivating, stimulating,
  empowering, and changing. It usually results in building
  student confidence, self-steem, and autonomy as welI as
  improving students" language skills, content learning and
  cognitive abilities.

Backqround
knowledge

A fundamental element in the orientation stage, for the
part of the teacher, is the fact of creating a positive attitude
towards the cognitive activity in the student.

For the motivation of the students in the successful
realization of project work, with a true personal implication, it
is essential to promote their interest towards the knowledge to
be acquired, as welI as its value. Keeping in mind the knowledge
that students have about the new content, what representations
students may have starting from their previous experience, allows
to introduce the new knowledge with a more direct and conscious
interruption of students, so that students can be involved, being
part of the elaboration of new knowledge, and not acquiring it as
something already done.

The position that the student"s previous knowledge takes
in the assimilation of the new content has been emphasized by
other authors, C. ColI (1993), (Cited by Conde, 2000) for
instance, outlines how the construction of meanings takes place
in the students when students are able to establish non-arbitrary
relationships between what he learns and what he already knows,
being able to insert or relate the wide range of meanings already
constructed, according their previous experiences of
learning.

In his works directed to the learning and the
intellectual development of students, J. López (1990),
points out that when new knowledge is not integrated and cannot
find its connection with the previous one, it may actually become
object of repetition and some formal production: but never of
true assimilation.

It has been necessary to insist on these aspects for the
significance that students have as part of the activity and the
development to be achieved when guiding our students.

It is implied that if the teacher is able to create
conditions in his pedagogical orientation which, apart from
motivating, requires of the student the exploration, the previous
recognition of the conditions for the realization of project
work, the precision of the objectives, according to their
previous knowledge, as a previous element that allows their
active participation in the activity to be carried out as well as
the orientation towards it, he will necessarily be contributing
to the achievement of the students conscious and reflective
position in their learning activity, and wilI also be
contributing to get results of superior level.

Another element to be kept in mind by the teacher, when
the students are performing actions corresponding to the learning
task object, is the one related to what students can make by
themselves and what students can make with help.

When students develop an activity, the teacher can
observe when students are able to solve it on their own, which
allows the teacher to know the level of effective development
reached by students; but also, and this is of supreme importance
for the teacher, is to know the potential that there is in the
student, what can be done by means of the collaborative between
the teacher and other students until gradually carry it out
independently and turn it into a level of effective, real
development.

In each situation of learning, in each case it is wished
to Iearn any knowledge, abilities, attitudes and values either at
school or out of it, there is a distance between the level of
real development and the potential one which has been called by
Vigotski, "area of near development¨ that considered by the
teacher.

Allows him to work beginning by the students"
possibilities to make him advance so as to move towards
development, that is to say, not to be conformed with the current
level the students has, but to create conditions that make
possible the reach of superior levels, and then, what was
potential at a given time, becomes affective, arising new
development areas.

To organize the student"s activity and to create
learning tasks that promote and elevate their development
constitutes an important step for the teacher to achieve a
developed teaching.

From Vigotsky"s perspective, education and development
are two different phenomena. However, students are closely
related to the way their interaction occurs.

Students are two processes that coexist in a very
complex and dynamic relation that is put into effect ever since
the first day between mother and baby, and probably before the
child is born.

There is a law that states that education directs
development.

Within the field of ideas of the relation between
Education-Development, Vigotsky stated the existence of two types
of development.

• The development that has been reached, that is to
  say what the subject is able to know and to do by himself,
  showing his real level.

• The potential development: this is what the subject
  is not able to do by himself; but which however; he might do
  with the help of any other, showing in this way his potential
  level.

The Area of near or potential development is one of the
most important and penetrating proposals of Vigotsky because of
the integration in concept, of theoretical, methodological and
practical aspects about learning as a key condition for education
and development.

As long as an individual is moved from his real level to
a possible immediate-potential one, there is acquisition of
knowledge, development of abilities, as well as the incorporation
of attitudes and values, and therefore, there is also education
and development.

According to L. Vigotsky, the potentialities of the
individual are in the area of potential development. We begin by
an initial level in which student cannot work alone. The
necessary help is given by means of the interaction with other
persons till he is able to work independently and reach, then,
the desired autonomy.

At this stage, it is necessary the interests, the styles
and the rhythm of learning of each individual, as well as some
other peculiarities of the subject.

Education is then having to move from a real level to a
desired one in an ascending way, and the process that takes place
inside is that of learning. Obviously, to achieve this, it is
essential that students interact one another. There should also
be communication and dialogues which favor the interaction
between the subject that is to learn and the subject matter,
through a mediator who offers the orientation, suggestions and
the necessary help, according to the real level of development of
the subject and the object to be reached: desired level of
potential development. The process which consists of taking in
what is out, is not so simple as it may seem; it is not free of
different types of factors that abstract it, such as:

• The attitude of the subject (person that learns in
  relation to the subject matter).

• The preparation of the mediator, his capacity of
  identifying the real level of development and stimulating for
  the achievement of a possible potential one.

The layout of orientations of the precise and necessary
levels of help, given the initial stage (level of real
development).

The mediator is the person that when relating to other
or others:

• Favors learning.

• Stimulates the level of potentialities.

Correct cognitive functions that are inadequate
propitiating this way, the movement from one present state of not
knowing and not being able to do to others qualitatively superior
of do knowing and being able to do, and so allowing the now and
then to transcend.

Therefore the process of mediation comes into effect in
the face to face interaction between two or more subjects
interested in performing an activity.

All process is supported by the premise that states that
the cognitive and effective moderation of the subject can be
possible, and it is precisely favored in the interaction that is
established arnong all of the subjects.

This process is characterized mainly by being
deliberate, that is, on purpose and of reciprocity among the
members of a group.

Parents, friends and teachers are rnediators. On the
whole, anyone who relates to another one doing it with a purpose
and expecting reciprocity is considered as a
rnediator.

The mediator, as he facilitates the transfer from an
initial or real state to a desired potential one (area of near
development), he does it inducing the use of strategies on the
part of the one who learns, given his level, style and rhythm of
learning.

The mediation requires the self-evaluation for the part
of the subjects who Iearn, as well as the control of the
individual collective effort considering, at the same time, all
the stages and results.

Teachers are the ones who should be mediators par
excellence. Everybody is responsible for his learning and
everything can be done when it is guided from what is already
known to what should be known how to do or to be.

Golden rules of
the process of mediation

• To search knowledge, abililies, attitudes, values,
  as well as interests.

To be able to make sure of the condition of the real and
initial development: from the level with which it is begun to
have the student move to a more advanced one.

• To explore the potentialities of students in each of
  the areas of development.

It is not only enough to identify and to stimulate the
cognitive area, but the affective, the attitudinal and the
conductual one, as well.

• To negotiate what is wanted and should be taught and
  learned.

The meaningful learning takes place as long as the
student is interested in what it is to be taught making sense and
having a valuable meaning to him.

• To specify the desired result of the
  activity.

• To give responsible freedom which involves doing and
  creating.

It is necessary to favor little by little the
individual"s own regulation.

• To offer help if students have any
  difficulty.

It is recommendable to offer the enough and necessary
help at the right tirne. That is, the level of help should be
offered appropriately.

• To respect the style and rhythrn of
  learning.

Each student has his/her own peculiar personality, and
as a part of it, a different way of learning. It is quite
important to know them, as well as to adjust the way of teaching
to them in order to have their learning become
meaningful.

• To favor the direct confrontation to
  the content of teaching.

The student should not only be a passive
expatiator, but the active protagonist of his/her process of
learning.

But the content of teaching should be
potentially significant by:

• The logical structure it should
  specify.

• Its insertion in the wide range of
  meanings on the part of the one who teaches and to one who
  learns.

• Its application to what can be
  done.

AIl and each of these rules wiIl guide our
practical what to do in class, and also as a result of this, some
apprenticeship will be obtained.

Characterization
of the group II from the Course for Teachers to be in Primary
Education for the activity of studying

The group is formed by 34 students, 24 girls and 10
boys. There are 19 students that corne from Protesta de Baragua
Senior High School and the rest of the students corne from
Alejandro Cedeño Senior High School. All of them are from
Las Tunas municipality.

In general, the group is one of the best according to
the academic results. Nevertheless, it was observed that there is
not group interaction members. There are some evidences of
individualism among some members and lack of companionship. This
is evident when some students with academic problems come closer
to some of those that have good results, to explain, to clear
them any doubt and these reject them. This provokes that some
students of those with problems do not find the way of coming
closer to them.

At the beginning of the acadernic year there were 4
students with learning problems, while 14 students knew how to
study in a general way, besides of locating information, to
extract essential ideas and to summarize; which represents a 41%.
This demonstrated that there was not any development of the
learning strategies, habits of studying systematically, interest
or responsibility.

The objectives and common goals to achieve along the
academic year are established in the group; however they are some
students that have not become aware about that.

There are problems with their behaviors; although they
are not general problems they affect the good group development.
There is a formal structure; the responsibilities and the tasks
to be fulfill are distributed. However some students are not
conscious of what they have to do and this provokes conflicts
among them at the time of fulfilling the orientations offered to
the hour of fulfilling the orientations offered. It is also
evident that interpersonal relationships between girls are not so
good, while interpersonal relationships among females and males
and among males are considered good.

The elements previously approached reflect that the
group is in a low level of development. It does not favor the
good development of the personality. In a general way the group
is characterized by having problems with the interaction among
its members, which does not only affect their relationships
students but also their learning. This is manifested in the
results of the sociometric test. 2 students are isolated; there
are 4 islands and 2 chains.

Foundation of the
proposal

For the determination of the proposal an initial
diagnose was applied to characterize the current state of
students; among the main difficulties we found are the following:
the low development of abilities on finding main ideas, on
summarizing, on Iocate information and the none existence of
suitable learning strategies in the majority of the cases and the
lack of cooperation on the fulfiilment of tasks.

Taking all this into account the author decided to
propose the development of project works because it is proved
that a better organization of the activities of studying
constitute an essential way to the solution of the
difficulties.

The author determines to apply project works as an
organizational form in order to transform the situation of the
group because project work, not only facilitates the cognitive
development of the students, but also the qualitative one when it
is organized in a form that favors cooperative learning. It
allows the solution of the contradictions between the level of
the student´ knowledge and the complexity of the new tasks,
between what they owned and what it is asked. In this solution
the students must be confident, sure on the taking of decisions,
students need hours of laborious search that allows them the self
evaluation of their possibilities and efforts. They also need to
develop the collectivism this work becomes richer in the way the
partners criticize, value and bring new contributions. It also
favors to achieve a better group interaction, making better
consolidation of the relationships.

Professors should keep in mind the orientation of
project work in a systematic way, to achieve not only a better
learning in the students but also a better interaction among
them. For it, teachers should analyze the personal
characteristics of the students, to know everything, starting
with a diagnosis not only to look for information in the
cognitive area but in many other respects.

With the development of project work, students get the
necessary knowledge that allows them to act and to move with
decision and independence and to face the challenges of life from
the own school. In general sense it contributes to the formation
and development of the personality, as well as it promotes a
better group interaction among the students which is something
that favors their learning.

lt was necessary also to determine how to organize
project work, for that the author decided organize them in such a
way that will promote group interaction and in turn contribute to
the solution of the cognitive problems detected.

lt was necessary to make an analysis of the English
syllabus of the Course for Teachers to be in Primary Educaticn
which has a total of 60 hours class, with a frequency of 4 hours
class every two weeks and its content is distributed in 6 units.
Among the general objectives of the syllabus one is the
consolidation of habits in the development of project work on the
students.

The study made was based on the
following questions: Which are the main objectives and
contents that are propose in the English syllabus? How to raise
the development of the abilities of: to summarizing, to determine
the main ideas and to locate specific information by means of the
treatment to those objectives and contents propose? How to raise
the development of group interaction from the content is proposed
in the syllabus? What are the most appropriate units for the
realization of project works? What grade of difficulty do the
contents offer for the realization of project works?

Reflections on the organizational and methodological
order were made. They favored the taking of decisions in the
elaboration of the proposal, based on the following
questions.

Which are the means we have for the
implementation of this proposaI?

What points students, which are the
possibilities they offer?

Are the students capable of working
independently with these means?

What time should be devoted to the
realization of project works taking into account the level of
difficulty of the tasks, time of solution and the desired
results?

How to make the distribution of the tasks
of studying?

Which are the possibilities of interaction
among the students that the way in which the project work is
organize offers?

In which phase of the lesson is the
realization of the project work more productive?

Which is the structure that the selected
project works should have?

Which is the methodology that should be
followed during their elaboration?

How to fulfill the stages of orientation,
realization and control? How to carry out the analysis and
evaluation of the results?

Based on all these aspects the author determined that
the proposal was a set of project works apply to the success of
group interaction and that its realization wilI conduct also to
the systematization of the abilities where difficulties were
detected.

Graphic representation of the proposal
determination.

With the determination of the proposal, it was very
necessary to select the units in which project works will be
introduced and the abilities to develop with each of them
according to the objectives and contents of the English syllabus
and the individuals and group particularities.

The author selected the units in which each project work
was going to be oriented. For the selection of these units the
author took into account their significance according to the
content and the interests of the students on the topics due to
their newness and their organization.

The author selected the units 2, 5 and 6 because the
topics get the adolescents attention and motivate them, but also
because they do not know much about these selected topics and
with the intention of contributing to the formation of a general
culture.

The ability proposed was that of summarizing because
with the development of it, the ability of selecting the main
details in a context is systematized which is something very
important because it constitutes an action inside the internaI
structure of this ability.

Summarizing implies that students do a careful reading
of the orientated text; to determine main ideas in each
paragraph; to classify the ideas according to their importance
and to select thematic, general and partial ideas; to hierarchy
and order the main ideas; to eliminate the supporting details and
finally to make the summary.

The proposaI is sustained on the theoretical foundations
expressed in chapter I and in the necessity of achieving a group
interaction that drives the improvement of interpersonal
relationships; using as fundamental way project work as
organizational form that propitiates a cooperative learning and
with this the personal and group growth as long as students do
not only acquire new knowledge but rather cooperation feelings
are developed, sense of ownership, mutual help, solidarity, as
essential elements for the establishment of solid interpersonal
relationships according to our aspirations.

Starting from the elements mentioned and the necessities
of learning the selected sample, where the development of base
abilities as: to select the essential ideas, to summarize, to
locate information constitute an important element for the
achievement of new learning, it is that the author selected
intentionally the units 2, 5 and 6 to elaborate the system of
project works that she proposes.

This system propitiates the combination of the
individual and team work. Each member of the team is the
responsible of the performing of an individual action that
favours the development of the activity to be developed by the
team. This characteristic is manifested in all stages of project
work, stages that were conceived according to the objectives of
the investigation.

The group of project works that forms the proposal has a
reproductive character, and it is related to the ability we are
intended to develop and it constitutes an essential base for the
acquisition of new learning with more level of
complexity.

With the realization of these project works we
propitiate the systematisation of the proposed ability, as well
as the necessary strategies to learn how to learn in some cases,
and in others to better the strategies they follow.

The way in which its realization was conceived will lead
the necessary individual and group activity for the achievement
of solid learning that demonstrates the superiority of the
results reached by means of the collective effort.

It was necessary to divide the group into teams; these
were formed according to the results of the Sociometric Test.
Later on the author decided to carry out the proposal.

It is very important for both, teacher and student to be
sure about their roles at the time of developing the project work
for the success of each activity.

A set of project
works to be developed

First Project Work.

Unit #2: How electronic communications are changing our
lives. History.

Theme: The computers and their history.

Final outcome: Presentation and discussion of a
report.

Objectives: To summarize the essential aspects about the
computers, the different generations that have existed and the
elements that have characterized each generation by means of the
searching of information in Encarta and Ocean
Encyclopedias and striking in the formation of an general culture
at a reproductive level.

Biblioqraphy: Encyclopedia Encarta

Encyclopedia Ocean

Orientations for the students:

The development of this activity required the
organization of the individual activity and by teams, for this,
each team will have a responsible that will be in charge of
distributing the individual tasks that will share the realization
of the work of the team.

The realization of the work will be organized by
different stages, an initial with a character of orientation
where the general objectives and actions to be developed will be
discussed as weII as the educational tasks will be distributed; a
second stage of individual execution where each member of the
team will fulfilled his or her function under the orientation and
control of the leader of the team and the professor; a third
stage of conective conciliation of the work carried out
individually, where each member should explain to their partners
the result of his or her activity, which will be evaluated for
the rest; a fourth stage, to prepare the report the team should
present to be the discussed in the group. For the presentation of
the report the team should be based on material that express
originality and creativity. The report should have a brief
introduction, development and conclusions. In the introduction
the essential aspects should be reflected according to the
importance of the topic, in the development they should reflect
the summary of the essential ideas extracted from the oriented
bibliography and in the conclusions they should explain how the
realization of the work has influenced on their
formation.

All teams will come prepared for the presentation of
their works, frorn the six tearns one wiIl be selected, to
present the report and the rest will function as opponents, which
will permit the interchange, the necessary valuation for the
success of the work.

The work should be carry out in a period of time of
fifteen days and required the participation and mastery of the
thematic of all members of the team.

To the development of the work if is very important to
consult all the oriented bibliography.

At the time of evaluating the following indicators
should be taken into account:

Valuation by the team of the realization of the work and
its importance.

Fulfilment during the execution of the work of the
individual and group tasks for the sake of the fulfilrnent of the
final objective.

Discipline and organization in the fulfilment of the
tasks during the stage of execution.

Interchange of opinions and valuations among the
rnernbers of the team that favors help cooperation among
them.

Mutual demand arnong the members of the team to the
fulfilrnent of the quality in the activity.

Quality in the summary and elaboration of the final
report.

Quality in the presentation beginning with the adequate
use of the mother tongue and the selected recourses.

You should not forqet that to surnmarize you have
to:

Read the information carefully.

Determine the main ideas in each consulted
bibliography.

Classify the ideas according to their
importance.

Select general and supporting details.

Order main ideas.

Eliminate complementary ideas.

Write the summary.

Actions to be developed:

• 1. In the oriented bibliography Iocate the
  information about the history of computers.

• 2. Read the information carefuIly.

• 3. Determine the main ideas about the topic in
  each bibliography, for this, remember to determine the main
  ideas of each paragraph and them bring all the
  information

• 4. Classify the ideas according to their
  importance and relation to the objective and content of the
  work according to their opinions.

• 5. Select those ideas that you consider that
  are general and which are partials in each oriented
  bibliography.

• 6. Order the main ideas selected from each
  oriented bibliography.

• 7. Eliminate the unnecessary ideas of the ones
  extracted from each oriented bibliography.

• 8. Make a summary beginning with the main ideas
  extracted of each orientated bibliography.

• 9. Refer to the importance of this work for
  your professional formation.

• 10. Write a report that reflects the main ideas
  of the topic beginning with the summarized in each
  bibliography and based on the foflowing aspects:

Computer generations.

Elements that characterize them.

Computer application.

Parts of the computers and their functions.

Second Project Work

Unit #5: What is a Sexually Transmitted Infection
(STI)?

Theme: Sexually Transmitted Infections.

Final outcome: Elaboration and presentation of a
poster.

Objective: To Summarize the essential aspects about the
transmission and causes of the sexually transmitted infections,
their main symptoms and forms of prevention by means of the
search of information in Encarta and Ocean Encyclopedias striking
in the formation of a general culture and in the formation of
values (responsibility) at a reproductive level.

BibIioqraphy:

Encarta Encyclopedia.

Océano Encyclopedia.

Orientations for the students:

The development of this activity requires the
organization of the individual activity and by teams, for this,
each team will have a responsible that will be in charge of
distributing the individual tasks that will be of help for the
realization of the work of the team.

The realization of the work will be organized by
different stages, an initial with a character of orientation
where the general objectives and actions to be developed will be
discussed as well as the educational tasks will be distributed; a
second stage of individual execution where each member of the
team will fulfilled his or her function under the orientation and
control of the leader of the team and the professor; a third
stage of collective conciliation of the work carried out
individually, where each member should explain to their partners
the result of his or her activity, which will be evaluated for
the rest; a fourth stage, to prepare the report the team should
present to be the discussed in the group. For the presentation of
the report the team should be based on material that express
originality and creativity. The report should have a brief
introduction, development and conclusions. In the introduction
the essential aspects should be reflected according to the
importance of the topic, in the development they should reflect
the summary of the essential ideas extracted from the oriented
bibliography and in the conclusions they should explain how the
realization of the work has influenced on their
formation.

In the evaluation the following indicators should be
taken into account:

Valuation by the team of the realization of the work and
its importance.

Fulfilment during the execution of the work of the
individual and group tasks for the sake of the fulfilment of the
final objective.

Discipline and organization in the fulfilment of the
tasks during the stage of execution.

Interchange of opinions and valuations among the members
of the team that favors help cooperation among them.

Mutual demand among the members of the team to the
fulfilment of the quality in the activity.

Quality in the summary and elaboration of the final
report.

Quality in the presentation beginning with the adequate
use of the mother tongue and the selected recourses.

For the realization of the poster you should
summarize first the main ideas and this implies:

To read carefully the information.

To determine main ideas in each consulted
bibliography.

To classify the ideas according to their
importance.

To select general and partial ideas.

To order and to give priority to the main
ideas.

To eliminate complementary ideas.

To write the summary.

The poster elaboration implies the graphic
representation of the determined ideas, which requires the
imaginative and creator power of the member of the
group.

Actions to be developed:

1. In the bibliography oriented locate the information
about the STI.

2. Read carefully the information about the
topic.

3. Determine the main ideas about the ways, causes,
symptoms and ways of prevention of the STI that appears in each
oriented bibliography, for this remember that you have to
determine the main ideas of each paragraph and conclude with all
the information.

4. Refer to the importance of this work for your
professional formation.

5. Classify the ideas according to their
importance and relation to the objective and content of the work
according to your opinions.

6. That it is concede to the realization of
this work to its professional formation.

7. Elaborate a poster that reflects main
ideas of the topic approached beginning with the summarised in
each bibliography taking into the following aspects: – Ways of
transmission. – Causes which provoke them. – Symptoms. – Ways of
preventing them.

Third Project Work

Unit #6: William Shakespeare.

Theme: William Shakespeare" life and work.

Final outcome: Elaboration and exposition of a report
beginning with the summary of Shakespeare" life and literal
work.

Objective: To summarize essential aspects about
Shakespeare" life and work by means of the search of information
in Encarta and Ocean Encyclopedias contributing to the formation
of a general culture at a reproductive level.

Biblioqraphy: Encarta Encyciopedia.

Ocean Encyclopedia.

Orientations for the students :

The development of this activity required the
organization of the individual activity and by teams, for this,
each team will have a responsible that will be in charge of
distributing the individual tasks that will share the realization
of the work of the team.

The reatization of the work will be organized by
different stages, an initial with a character of orientation
where the general objectives and actions to be developed will be
discussed as well as the educational tasks will be distributed; a
second stage of individual execution where each member of the
team will fulfilled his or her function under the orientation and
control of the leader of the team and the professor; a third
stage of collective conciliation of the work carried out
individually, where each member should explain to their partners
the result of his or her activity, which will be evaluated for
the rest; a fourth stage, to prepare the report the team should
present to be the discussed in the group. For the presentation of
the report the team should be based on material that express
originality and creativity. The report should have a brief
introduction, development and conclusions. In the introduction
the essential aspects should be reflected according to the
importance of the topic, in the development they should reflect
the summary of the essential ideas extracted from the oriented
bibliography and in the conclusions they should explain how the
realization of the work has influenced on their
formation.

All teams wilI come prepared for the presentation of
their works, frorn the six tearns one will be selected, to
present the report and the rest will function as opponents, which
will permit the interchange, the necessary valuation for the
success of the work. The work should be carry out in a period of
time of fifteen days and required the participation and mastery
of the thematic of all members of the team.

To the development of the work it is very important to
consult all the oriented bibliography.

At the time of evaluatinq the following indicators
should be taken into account:

Valuation by the team of the development of the work and
its importance.

Fulfilment during the execution of the work of the
individual and group tasks for the sake of the fulfilment of the
final objective.

Discipline and organisation in the fulfilment of the
tasks during the stage of execution.

Interchange of opinions and valuations among the members
of the team that favors help and cooperation among
them.

Mutual demand among the members of the team to the
fulfilment of the quality in the activity.

Quality in the summary and elaboration of the final
report.

Quality in the presentation beginning with the adequate
use of the mother tongue and the selected recourses.

You should not forqet that to summarize you have
to:

Read the information carefully.

Determine the main ideas in each consulted
bibliography.

Classify the ideas according to their
importance.

Select general and supporting details.

Order main ideas.

Eliminate complementary ideas.

Write the summary.

Actions to be developed:

1. In the oriented bibliography Iocate the information
about the history of computers. 2. Read the information
carefully.

3. Determine the main ideas about the topic in each
bibliography, for this, remember to determine the main ideas of
each paragraph and them bring all the information.

4. Classify the ideas according to their importance and
relation to the objective and content of the work according to
their opinions.

5. Select those ideas that you consider that are general
and which are partials in each oriented bibliography.

6. Order the main ideas selected from each oriented
bibliography.

7. Eliminate the unnecessary ideas of the ones extracted
from each oriented bibliography.

8. Make a summary beginning with the main ideas
extracted of each orientated bibliography.

9. Refer to the importance of this work for your
professional formation.

10. Write a report that reflects the main ideas of the
topic beginning with the summary of the information taken from
the oriented bibliography and based on the following
aspects:

-WilIiam Shakespeare" childhood and youth.

-Occupations.

-The most important of his Iiterary work and its
repercussion on the universal literature.

These activities wiII be measure by
means of the following indicators:

The social valuation of the content of
the activity is considered :

High: When the student masters the content of the
activity that he does and positively appraise its social
importance, when he feels preoccupation and implication in the
valuation that others do of their activity. All the previous
mentioned regulates the student"s behavior
consciously.

Middle: When the student masters and valuates the
content of the activity that he does. He feels satisfaction
before the recognition that others do of their
activity.

Low: When the student masters but does not
valuates positively the content of the activity that he does, it
shows indifferent before the valuation that others emit of his or
her activity.

Objectives and common
goals:

They exist: When the objectives and common goals
are definite with clarity and precision, all members of the group
knows them and know what to do to fulfill them, direct its
activity consciously to the fulfillment of the same.

They do not exist: When the objectives and common
goals are not cleary defined, they know what they want
individually but do not organize their activity to their
precision and consecution as a group.

Group organization:

High: When there is a defined formal structure
represented by the leaders who are loved, respected and followed
by the group. All the members of the group follow the
disciplinary norms and each of them masters and does the task
that he or she has to carry out.

Middle: When there is a defined formaI structure
represented by the leaders who are not loved, respected, and
followed by all the members of the group. Not all the members
master and follow the disciplinary norms, and do not do the tasks
that are assigned.

Low: When there is a defined formal structure but
the group does not accept it. Generally the disciplinary norms
followed and the tasks assigned are not done.

Group interaction:

High: There is a high index of interaction where
all the members interchange opinions, valuations based on the
mutual respect. It permits the taking of collective decisions
that favor the function of the group.

Middle: There is a group interaction where not
all members share opinions, criticize or valuate. The taking of
collective decisions is difficult and with it the functioning of
the group is limited.

Low: Poor group interaction, the majority of the
members do not emit opinions or valuations which makes the taking
of collective decisions almost impossible, it affects functioning
of the group.

The influence of the group on the
individual:

High: There is a coherent positive influence that
contributes to the personal growth of each member.

Middle: There is an influence that favors the
formation of qualities of the personaIity.

Low: The existing influence does not favor the
good development of the personality of the members of the
group.

In the development of each project work these
indicators will be evaluated:

For the evaluation of the social valuation of the
content of the activity the inclusion on the system of questions
of the project work will be taken into account, and one of them
will be referred to the importance of the development of the
activity on their formation. Besides by means of the observation
and control put into practice during the stages of orientation,
realization and control, we will prove how this indicator is
manifested.

Objectives and common goals will be evaluated based on
how the team assumes the collective task and the individual
responsibility in the fulfillment of it, the same will happen
during the realization stages where the implication of each
individual on the fulfillment of the common objective will be
controlled.

The group organization will be evaluated by means of the
manifestation in the fulfillment of the established norms under
the direction of the leader, the way in which the task is
organized and distributed will measure the responsibility of
fulfilling it in the assigned time.

The group interaction will be evaluate starting from the
number of interactions that propitiates the way in which the task
is organized and distributed in such a way that this contributes
to the quality in the fulfillment of the desired
objective.

The stage of execution requires continuant control that
permits to prove this aim and in the control stage the objective
will be materialized.

The influence of the group on the individual wiIl be
evaluated beginning with the demands that are outline among the
members of the team and how they get imply on the fulfillment of
them.  

Description of
the proposal

During the implementation of the proposal a gradual
process of ascent was appreciated from the initial state to the
one desired during the three moments. (Orientation, execution and
control)