No abstract

This experience focus on the use of teamwork techniques such as cooperative learning in conjunction with flipped learning and some computers tools like clickers and digital portfolio as a methodology of learning, reflection, tutoring and evaluation. To promote Aware Education, mindfulness strategies has been used as a way to improve attention and to practice some techniques that can be very useful not only for them but also for their future students when they use them as secondary school teachers. The experience has been carried out in a subject of the Master Degree in Secondary School Teachers at the University of Almeria (Spain) called Active Methodologies of Teamwork. In this subject, the learning material is based on the different methodologies they are going to learn and practice. Therefore, they are going to learn what cooperative learning is practicing it in small groups. They are going to learn what flipped learning is practicing it and preparing a video about their subject (maths, biology, etc) for their future secondary schools students. They are going to learn what clickers and portfolio are using them and even preparing some quizzes for their future students, and finally, they are going to learn how aware education (mindfulness) can be incorporated to the subject, practicing different meditations during the class as well as formal and informal practices as homework. The results show that students are more engaged with the learning process and they have developed a greater responsibility not only with their own learning but also with their classmates learning. Also, an increase in the number of students that have passed the subject has been shown. The Mindful Attention Awareness Scale (MAAS) has been carried out at the beginning and at the end of the course to measure the evolution of the students in different items related to mindfulness. These results show that program efficiency has been proven in the 15 items evaluated, with an average increase of 21%.

Traditionaleducationalinstructionis being replaced by new, more holistic paradigms requiring both a methodological change and a new definition of the role of the teacher and students. This study proposes a new education paradigm based on active teamwork methodologies (such as cooperative learning)and mindfulness techniques. Cooperative learning is a well-known strategy that has obtained very positive results in the development of competences and skills. Mindfulness techniques favor the development of attitudes and values as well as increase dinner-calm, resulting in lower levels of stress and anxiety among both students and teachers. The proposed paradigm was implemented in a course of the master’s degree program for Secondary School Teachers at the University of Almeria (Spain). The results show that students were more engaged with the learning process and developeda greater sense of responsibility and empathy,not only towards their own learning but also to their classmates’ learning. The procedure included the application of the Mindful Attention Awareness Scale (MAAS) at the beginning and at the end of the course to measure the evolution of the students in different items related to mindfulness.