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THE INNOVATION PROJECT
By: Lic. Dennis Raúl Mucha Montoya
E-mail:[email protected]
BLOG: http://opinionenaccion.blogspot.com
DEVELOPMENT OF AN INNOVATION PROJECT
(STEP BY STEP)
FIRST STEP: NAMING THE INNOVATION PROJECT.
Depending on the problem to be solved, it is given a name.
innovative project, which will be applied in the Educational Institution. The name
chosen must be: clear, precise, and concrete.
Example:
project_name
IMPROVING LOGICAL REASONING SKILLS WITH THE CIRCLE OF
MATHEMATICS STUDIES IN STUDENTS OF THE IEI 'ANTONIO RAYMONDI'
SATIPO.

SECOND STEP: DETERMINING THE DIAGNOSTIC EVALUATION

FROM THE INNOVATION PROJECT.
The diagnostic evaluation of the PEI is taken into account, where it is considered
the main problems or needs found in the IE, with the
participation of the different educational actors. If the IE did not have a
A situational diagnosis is developed immediately, the problems
found will be resolved by applying one or more Innovation Projects.

Example:
2.-NEEDS ANALYSIS:

ALTERNATIVES FOR
PROBLEM CAUSES
SOLUTION
Most of the students • Poor preparation in To perform classes of
it has a low level of
the area of logical reinforcement
logical reasoning.
mathematics since the extracurriculars through
first grades. of study circles of
mathematics.
• Insufficient the number of
hours that reinforce the
I work in the area of
mathematics
• Deficiency in the
strategies that improve
the level actual of
reasoning logical
mathematician.

THIRD STEP: THEORETICALLY JUSTIFYING THE PROJECT

In this section, a synthesis of a conceptual framework is considered.
reference about the problem to be addressed. One can mention
research related to the problem that needs to be solved.
Example:

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3.- BRIEF THEORETICAL SCOPE OF THE PROBLEM:
3.1.- THEORY OF SIGNIFICANT LEARNING
In 1963, he presented his theory in the book Psychology of
meaningful verbal learning, which would be complemented in
1968 with Educational Psychology: a point of view
cognitive (Mexico: Trillas, 1976), in its second
The 1978 edition included contributions from Joseph.
Novak and Helen Hanesian (Mexico: Trillas, 1983). Among others.
Ausubel's publications deserve to cite the articles.
appeared in the Journal of Educational Psychology (1960,
about the "previous organizers"); in the magazine
Psychology in the Schools (1969, about the psychology of the
education); and in the Review of Educational Research (1978,
in defense of the "previous organizers".
Initially Ausubel highlighted by defender the
importance of reception learning, which he called
"expository approach", especially important, according to him,
to assimilate the information and verbal concepts, in front
to other authors who, like Bruner, argued at that time
years the preeminence of discovery learning.
The theory of learning significant of Ausubel
contrasts this type of learning with learning
memorable. There will only be meaningful learning when it
which is about learning is achieved by relating in a way
substantive and not arbitrary with what the person already knows
learn, that is to say, with relevant and pre-existing aspects
of its cognitive structure. This relationship or anchoring of what
it is learned with what constitutes the cognitive structure of
what is learned, fundamental for Ausubel, has
transcendent consequences in the way of addressing the
teaching. Memorization learning, on the contrary,
only gives rise to purely arbitrary associations with the
cognitive structure of the learner. Learning
memorization does not allow the use of knowledge in a way
novel or innovative. Like the acquired knowledge of
memory is in service of an immediate purpose, it usually
to forget once it has been fulfilled.

3.2.- THE DEVELOPMENT OF MATHEMATICAL LOGICAL REASONING

The preschool child, assisted by the adult, soon
he distinguishes his right hand from his left hand. His hand
right is the one with which the child draws and eats (if he is right-handed).
About this reference, soon the child locates other parts of the
body. Thus, with reference to his hand, he can tell us
easily where is or what is his left leg or his eye
law. At four years old, he still does not understand that it
that for him is situated to the right for another person

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he may be on the left. In general, the four-year-old child
years learn the directions in space from the
projection of one's own body onto objects and things
that surround him. This is how it goes
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determining and refining their notions of front-
behind, up-down, left-right. Through the
development of the typical activities of this age the child of
preschool childhood learns to locate objects in the
space in relation to them, and thus determines when a
object is in front of another, behind, on top of, underneath, to its
right or to his left. The spatial relationships between the
objects are captured when the child makes a construction
with tacos, for example, what forces him to relate them to
achieve the desired end. Also when drawing or when
plays with his/her classmates.
This is a long process that is being carried out at this stage.
and in which the child first assimilates the object's situation,
for example on top. The image you get with your
action experience must be reinforced with the designation
verbal description of the situation; later the child, based on
in that image of the object's situation above, you will be able to
easily assimilate the second situational term
contrasted, below. Despite these advances, it will need
still many experiences of decentering for
to be able to understand that when he changes position the
relationships between objects also change. Towards the end
from preschool childhood the child manifests much more
flexible in on orientation in the space
regardless of the position he holds.
Your orientation in time yes
compared to that of space, worse. The child lives the
time: at a certain hour of the day one wakes up, at another
he is hungry, to another he plays, to another he sleeps, etc. The time
Run, it cannot be handled, the actions unfold in it.
On the other hand, temporary appointments are very
relatives: what is now today becomes yesterday; what
it was said tomorrow, it becomes today, etc. Through its
performance over time the child learns to form an idea
of duration and succession. Thus, the children who were
conditioned to perform tasks in measured times and
controlled, they tended to carry out the same or others
activities in approximate time periods. Also
the main actions you take during the day are useful to you
temporal reference: before eating, after
snack, etc., and to set time moments: by the
tomorrow he/she gets up, washes up, and has breakfast, in the afternoon he/she plays and

Snack, at night sleep. Use the designation.

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today's weather as a reference point, and tomorrow and
yesterday, as it develops, it is going
enriching with content and with temporal precision.
As Secadas (1988) states, at the entry into the
In early childhood, the child does not have a notion of time.
a diffuse feeling of something that is not the now, but
anterior or posterior. By the age of five, he conceives it as
anecdotal and egocentric, as it is based on
memory principles, to conceive at the age of six
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as the first form of objectification carried out on
temporal moments in the course of everyday life.
The actions it displays are like "milestones or
fixed tacks throughout the day, a kind of
conversion of temporal flow into localized points,
defined by specific activities. In our idea, we
eliminate time —it is dominated and manipulated— using
space, more specifically the location factor or
dispersion of points on an imaginary surface.
Acquisition of more generalized knowledge
and assimilation of new concepts
In the preschool stage of the child
progressively gaining knowledge
generalized referring to part-whole relationships and
that will have a notable influence on its development
intellectual. This knowledge that the child assimilates is
refer to the existing relationships between objects and not
directly visible. They are expressions through words
of essential aspects of objects and phenomena
realities, are intertwined with each other and allow for the extraction of a
knowledge of other knowledge and solving problems without
to turn to the support of objects or images. Knowing
the general rule that mammals breathe through
lungs, and knowing that the whale is a mammal it can
draw the immediate conclusion that the whale is a
mammal. That is to say, as the child acquires those
generalized knowledge assimilates the concepts and the
logical forms of thought based on them. When the
child is capable of grouping triangular figures and
square together, assimilate that all the squares form
part of the polygons and are different from triangles: that
everyone who is in the other piles of the example
exposed above are all the circles and that none of
the other triangles should be placed in that collection.
When the child has learned that relationships between the
objects can be expressed through a unit of measurement
assimilates the existence of 'wider than', 'shorter than'
that», «as heavy as», etc. When the child tells

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 various objects and their number is the same with
independence from the order in which they are counted or from the position
in which they are, assimilate that the number expresses a
quantitative relationship between objects; ultimately, the
concept of number. The acquisition of this knowledge
generalized and the acquisition of an ever-increasing one
understanding of concepts helps the child to move from the
external operations to the mental ones and delve into the
logical forms of thinking; so that the
external actions of the child are replaced by definitions
verbal. When the child is asked to compare
by measuring two objects, it no longer uses the
direct measurement, but reasons based on the quantities
what I would get from the measurements. Ultimately, the word is
go
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becoming the instrument that designates the sets in
what the elements are grouped. Through words
the children demonstrate a high level of understanding of
comparative expressions, "more than" or "less than", and the
increasingly appropriate use of related terms
to describe different dimensions. The understanding of
these terms are higher than their use, that is, many children
they understand the use of this type of terms
referenced even if they do not use it properly in the
conversation (Secadas and Barbera, 1981).
Source: Moraleda, Mariano (coordinator).
Psychology in Early Childhood Education. Madrid: Eudema (Editions
from the Complutense University of Madrid), 1992.

3.3.- DEFINITION OF CATEGORIES OR TERMS:

3.3.1.- LOGICAL MATHEMATICAL INTELLIGENCE

Logical-mathematical intelligence is the ability

of logical reasoning: includes calculations
mathematicians, numerical thinking, ability
for logic problems, problem solving,
ability to understand abstract problems,
reasoning and understanding of relationships.

3.3.2.- STUDY CIRCLES

Pythagoras was the inventor of the method

"conservatory". When I returned from Egypt to my
hometown, Samos, organized a "circle" of

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 studies, which was held in a theater whose shape
it was that of a semicircle, to this circle of studies,
how little was called semicircle, they could
belonging children, girls, adolescents, young people and
adults, including elderly people and
complete families. For Pythagoras, there was no such thing as any
type of discrimination, not even age for
to achieve knowledge.

The socio-emotional and cognitive development of the

people require the application of principles
basic pedagogical principles such as not mixing in a
same classroom students of quite different ages
different. However, modern technologies and
the cultural development of many families, has created
new contexts and new conditions that
they allow for a greater cognitive and emotional development
faster than in years
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previous ones. It is worth highlighting a few then
adjustments to certain principles example, talents
mathematicians, just as there are musical talents
and sports.

FOURTH STEP: DEFINING THE PROJECT OBJECTIVES

INNOVATION.
Here we specifically ask, what is expected to be achieved?
Example:

4.-PROJECT OBJECTIVES:

4.1.- GENERAL OBJECTIVE:

• Improve the educational quality in the IEI "Antonio Raymondi"
Satipo.

4.2.- SPECIFIC OBJECTIVES:

Promote the enjoyment of studying mathematics
among the students of the IE.

2. Reinforce students' learning in the

Problem Solving.

3. Improve the academic performance of students

in the area of mathematics.

4. Improve the development of mathematical logical thinking of

student.

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FIFTH STEP: EXPLAINING THE IMPORTANCE OF THE PROJECT
INNOVATIVE.
It is explained why it is desired to execute this innovative project.
Example:
5.- JUSTIFICATION OF THE PROJECT:
In light of the various assessments conducted on the students
from the IE 'AR' in the area of mathematics (Contests, evaluations
quarterly, etc.) it has been observed that the results are not
satisfactory, being obtained most of the time less
above average. For this reason and considering that mathematics does not
it will improve if no more time is given to problem-solving,
the mathematics teachers present the project
titled: “MATHEMATICS STUDY CIRCLES” with the
intention to improve academic performance in the area of
mathematics.

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SIXTH STEP: DESCRIBING THE INNOVATION THAT IS WANTED

ACHIEVE.
The following questions must be considered: What does it consist of?
innovative character of your idea? How does it differ from other proposals?
Example:

6.- BRIEF DESCRIPTION OF THE INNOVATION DESIRED

ACHIEVE
In the town of Paratushiali, which is a populated center.
belonging to the rural jungle of Satipo, there has not been any
project that has been applied with the described characteristics.
The study circle will be held in the afternoons outside of the
class hours, this automatically improves knowledge
that are taught in the area of mathematics because it will reinforce
said work.
This project is self-funded, which is why it does not affect
the IEI "AR", at no cost. The area teachers will work
the facilities will be used free of charge (ad honorem)
(classes) of the IEI"AR".
SEVENTH STEP: IDENTIFYING THE BENEFICIARIES OF THIS
INNOVATIVE PROJECT.
The following questions must be taken into account: What does the
innovative character of your idea? How does it differ from other proposals?

Example:

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BENEFICIARIES
The beneficiaries of the project are distributed as follows.
way
SEE THE PICTURE:

AMOUNT OF
GRADE LEVEL
PARTICIPANTS
6th PRIMARY 04
1st A MIDDLE SCHOOL 06
1st B SECONDARY 06
2nd MIDDLE SCHOOL 06
3rd SECONDARY 06
4th SECONDARY 06
5th MIDDLE SCHOOL 06
TOTAL 40
EIGHTH STEP: DETERMINING THE MECHANISMS OF
Participation of the educational community.
It explains the mechanisms of participation of the educational community.
Here we need to be clear about the responsibilities of each actor.
educational within the planning, implementation, and evaluation of
project.

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Example:
8.- MECHANISMS OF PARTICIPATION OF THE EDUCATIONAL COMMUNITY:

ACTIONS/FUNCTIONS RESPONSIBLE
Project Development Teachers del area of
mathematics
Project presentation Teachers del area of
mathematics
As Director Lic. Julian Palomino Romero

Execution of the As Educators Teachers del area of

mathematics
project Volunteer students from 6th grade
As participants 1st, 2nd, 3rd, 4th, 5th Secondary
Project monitoring Lic. Julián Palomino Romero

Project evaluation Teachers delete area of

mathematics

NINTH STEP: INSTITUTIONALIZING THE PROJECT.

In this part we must ask the following:
• To what extent can the project continue when it ends?
funding for it?
• What is the degree of institutionalization of the Project?
Example:

9.- SUSTAINABILITY OF THE PROJECT:

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 The project's funding is minimal, only it
requires students to enroll with S/. 5.00 for the
materials (photocopies) that will be used daily. For the
this project can be implemented every year without difficulty
financing.

The importance of this project lies in that it improves

the academic performance in the area of mathematics, therefore is
It is necessary for this project to be institutionalized as it is applicable.
and to solve a problem that affects our education.

TENTH STEP: DEVELOPING THE LOGICAL FRAMEWORK MATRIX.

It explains the mechanisms of participation of the educational community.
Here we need to be clear about the responsibilities of each actor.
educational within the planning, implementation, and evaluation of
project.
Example:

10.- LOGICAL FRAMEWORK MATRIX:

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 INDICATORS RISKS/
MEANS OF
OBJECTIVES OBJECTIVELY SUPPOSED ACTIVITIES PURPOSES PRODUCTS FIN/END
VERIFICATION
VERIFIABLES S
• Improvement
in the• Tests • Development of 5• Domain of the• Tests
evaluations. objectives. themes of knowledge objectives.
• Improvement
in the• Records reasoning basics of the • Resolution of
mathematician themes
01 grades assistants.
through the proposed.
24 problems
quarterly. per session, 72
group dynamics by topic, in
cooperatives. total 360
problems.
• Improvement the• Tests • Resolution of• Domain of• Tests
results in the objectives of PR. problems about 5 strategies for objectives.
Resolution of (Process de themes of the resolution of • Description
Problems (RP). resolution). reasoning problems. step by step of
02 Apply strategies mathematician the strategies
from the RP. through practices proposals for
• Absence directed, y the resolution of
of dynamics of
students. problems.
groups
cooperatives.
• Compliance
of the objectives
Positive disposition • Records • Overload • Carry out activities willingness to • Registry y proposed.
to learn. auxiliaries. of tasks participatory what to learn the annotations in
Timely assistance to •Record schoolchildren. search the mathematics. ordered form
of
the sessions of attendance. development del of the
learning. logical thinking problems
03
• Compliance of indicating them solved.
the jobs strategies of
proposed. resolution of
problems: Polya,
De Guzman, etc
• Improvement
in the• Tests • Application in each• Domain of• Tests
evaluations. objectives. session of strategies objectives.
• Improvement
in the• Records learning of metacognitive • Cards
04 grades assistants. problematiques for the metacognitive.
quarterly. that are of interest resolution of
to the student and that problems.
achieve development
of the logical thought

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10th first STEP: DEVELOPING THE EXECUTION PLAN
Here the activities to be carried out according to the schedule are specified.
Example:
11.- EXECUTION PLAN:

TEMPORIZATION
ACTIVITIES 25/1 30/1 31/1 7/1 August 1 14/1 15/1 21/1 22/1 28/1 29/1 May 1 06/1 December 1January 13 15/1
0 0 0 1 1 1 1 1 1 1 1 2 2 2 2 2

• Test of
entry.

• Development
of topic No.
01 Counting of
figures

Evaluation
of topic No.
01.

Evaluation
of topic No.
04.
• Development
of topic No.
05 Areas
shaded

Evaluation
of topic No.
05.

Evaluation
outgoing.

Monitoring and
evaluation
of the project.

• Report
evaluative of
the objectives
of the project.

10th second STEP: MAKING THE BUDGET OF

PROJECT
The resources obtained by the IE are specified (for example
donations or resources directly raised, etc.) and those
financed by the IE.
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Example:

12.- BUDGET:
SELF-FINANCING

RESOURCES FORECAST
(s/.) SOURCE OF
No. ACTIVITIES/TASKS
(For (By FINANCING
student) student)
Work plan and 02 hjs
Self-financing
01 preparation of the prints. 0.60
o
input test.
Development and evaluation 06 hjs Self-financing
02 of topic No. 01. companies.
0.30
o
Development and evaluation 09 hjs Self-financing
03 from topic No. 02. companies.
0.50
o
Development and evaluation 09 hjs Self-financing
04 on topic No. 03. companies.
0.50
o
Development and evaluation 06 hjs Self-financing
05 from topic No. 04. companies.
0.30
o
Development and evaluation 09 hjs Self-financing
06 on topic No. 05. companies.
0.50
o
Output test 03 hjs Self-financing
07 companies.
0.10
o
Prints and typing. All the Self-financing
08 work.
1.90
o
Evaluation report of 06 hjs Self-financing
09 the objectives. companies.
0.30
o
TOTAL 50 hjs impr. 5.00 Self-financing

DONATIONS
RESOURCES FORECAST
SOURCE OF
No. ACTIVITIES/TASKS COST (s/.)
FINANCING

01 Project execution 50 chalks. 15.00 Donation*

Execution of work 02 teachers 430 by
02 teacher AM_IEI"AR" teacher. Donation
860.00
TOTAL 875.00 Donation.

Donation from IEI 'AR'.

Donation from the mathematics teachers.

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WORKING HOURS

HOUR TUESDAY WEDNESDAY

START.- The student is presented with the

theoretical explanation and examples about the
2:00-2:45 theme.

PROCESS.- The student is proposed

problems that I can solve
2:45-3:15 grouply.

OUTPUT.- The teacher solves the

proposed problems.
3:15 - 4:15

According to the entrance test, two groups will be formed:

ADVANCED GROUP (GA)

Maximum of 20 students; from grades 3, 4, 5.

BASIC GROUP (BG)

Maximum 20 students; from grades 6th Pr, 1st A, 1st B,

2nd.

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10th third STEP: DETERMINING THE MONITORING PLAN AND
PROJECT EVALUATION
In this part, we describe how monitoring is carried out.
process evaluation and final evaluation What verifiable indicators
Will they be allowed to know the progress of the Project and the final evaluation? For
end, the place, the date are noted and the responsible parties sign the
Project.
Example:
13.- MONITORING AND EVALUATION SYSTEM:
7 1 2 1
INDICATOR
IT IS FROM MEDIA OF RESPONS 5 8 2
0BJ ACTIVITIES N N N D
VERIFICATION O O O I
ADVANCE V V V C

• Development of 5 topics We fulfill

of reasoning to of
schedule Review of the
01 mathematician project of Director
through the dynamics s in the
development innovation.
of groups
cooperatives. of themes.

• Resolution of Evidence
problems about 5 observables
themes of about the
reasoning development
mathematician of the Materials
02 resolution printed materials Director
by means of practices used.
directed, y of
group dynamics problems
cooperatives. materials
used).

• Carry out activities Planning

participatory what in preview of
look for the development sessions of
del thought learning
logical indicating them considering Session plan of
03 o learning.
Director
strategies of
resolution of activities
problems: Polya, De participative
Guzman, etc. as.

• Application in each Planning

session of in preview of
learning of sessions of
problematicizations learning
that are of interest considering Session plan of
04 o the learning.
Director
to the student and that
achieve development problematize
thought actions in
mathematical logical. each of
they.

REFERENCED BIBLIOGRAPHY:
CRUZ RAMIREZ José... TOTAL EDUCATION AND QUALITY. Editorial.

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Ibero-American. Mexico, 1997
DELGADO HERENCIA Cesar..........COMPREHENSIVE PLANNING IN THE SCHOOL.Editor.
Projects. Lima. 2002.
PIEDRAHITA CASTILLO Patricia……DIRECTING AND DIAGNOSIS.
STRATEGIC. Lima 2000.
SERNA GOMEZ Humberto…………..PLANNING AND STRATEGIC MANAGEMENT.Editor:
UPLA. MDU/9 texts, 1996.

WEB PAGES:

The provided text is a URL and does not contain translatable content.

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Satipo, April 30, 2009.

------------------------------------- -------------------------------------
Lic. DENNIS RAÚL MUCHA Lic. ..............
Montoya Registration officer.
Coordinator

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