Metodologies

Abundance House has a flexible and inclusive model that combines elements from different pedagogical approaches, adapting them to the specific developmental needs of each member.

This model is characterized by:

Integrative pedagogy:

Focused on human relationships as a way to develop and empower conscious and active thinkers, creators, and doers.

Curricular flexibility:

Adaptation of the normative curriculum to the interests, needs, and pace of each member, ensuring the acquisition of essential skills.

Active methodologies:

Use of methodologies that engage and commit members in their learning process through project-based, discovery-based, and collaborative learning.

Integration of knowledge:

Promotion of a holistic view of knowledge, establishing connections between different disciplinary areas.

Contextualization of learning:

Relating content to real-life situations that are meaningful to members.

Use of diverse resources:

Use of different materials, spaces, and technologies to enrich the learning process.

Continuous and personalised
development


Assessment and monitoring

Member development at Abundance House is understood as a continuous
and personalised process that:

  • Respects each member's individual pace

  • Is not conditioned by rigid structures of years or cycles

  • Allows for flexible progression in different areas of knowledge

  • Enables students with greater development to follow higher levels or, conversely, students with specific needs to receive appropriate support

  • Is guided by an individual development plan, developed in collaboration with the student and the family

Assessment at Abundance House is understood as a continuous, formative, and participatory process that aims to support the integral development of each individual. It is characterised by:

  • Diagnostic assessment: Identification of member's prior knowledge, interests, and needs.

  • Formative assessment: Continuous monitoring of the learning process, with regular and constructive feedback.

  • Summative assessment: Summary of learning achieved at specific points in the educational journey.

  • Self-assessment and peer assessment: Active participation of members in the assessment process, developing their capacity for reflection and self-regulation.

  • Diversity of tools: Use of different assessment tools, appropriate to the skills being assessed and the characteristics of the members.

  • Regular communication: Systematic sharing of information about the learning process with members and their families.

Educational project

Abundance House values the development of meaningful educational projects that:

  • Start from young person's interests and questions

  • Integrate different areas of knowledge

  • Establish connections with the community and the world of work

  • Promote the resolution of real problems

  • Develop cross-cutting skills such as collaboration, communication, and creativity

  • Contribute to the development of active and responsible citizenship

  • Facilitate the development and implementation of local and global projects

The relationship with the community is understood as a fundamental dimension of the educational process, which is achieved through:

  • Partnerships with local and international entities (associations, companies, cultural institutions)

  • Participation in community or extra-community initiatives

  • Development of social intervention projects

  • Inviting community members to share their knowledge and experiences

  • Use of community resources and spaces as learning contexts