Cinema Forum

Methodology

Study area

The study area encompasses various academic disciplines, fostering a multidisciplinary approach to address the socio-ecological crisis in the Mar Menor. The learning situation integrates elements from the following study areas:

Language and Literature:

Comprehension and interpretation of texts related to the Mar Menor crisis.
Oral and written expression, including debates and discussions.
Media literacy and ethical communication.

Biology:

Identification and understanding of the ecological components of the Mar Menor ecosystem.
Investigation and critical analysis of biological and geological aspects related to the crisis.
Awareness of the impact of human actions on biodiversity and ecosystems.

Geography and History:

Researching and organizing information about the Mar Menor crisis.
Understanding the historical and geographical context of the region.
Analyzing challenges faced by societies over time and proposing solutions.
Identifying and analyzing elements of the landscape and their evolution.

The study area approach ensures a comprehensive exploration of the socio-ecological crisis, considering its linguistic, scientific, and socio-cultural dimensions. The integration of these disciplines allows students to develop a holistic understanding of the complex issues surrounding the Mar Menor and encourages a multidimensional perspective on problem-solving.

Pedagogical methodology

Learning Based on Thinking
Project-Based Learning
Interest Centers
Instructional Directness
Use of Technology
Film and Visual Learning
Field Visits
Debates and Discussions
Assessment Variety

Type of collaborative experience

Classroom Dialogue and Discussions:

Students engage in classroom dialogues to share their existing knowledge about the Mar Menor crisis.
Discussions foster collaborative learning as students exchange ideas, opinions, and information.

Padlet Collaboration:

Students collaborate on creating a Padlet, a virtual collaborative board, where they share news articles and information related to environmental disasters, including the Mar Menor crisis.
This collaborative platform allows for collective information gathering and knowledge sharing.

Creative Collaborations:

Students collaborate on creative activities, such as decorating a symbolic seahorse (representing the Mar Menor) and creating a mural for the classroom or school.
Collaborative art projects promote teamwork and a shared sense of responsibility for the environment.

Cine-Forum Discussions:

After watching the film «Sofía Will Return,» students participate in a cine-forum where they engage in discussions with a representation of the filmmaking team and environmental specialists.
This collaborative experience encourages students to reflect collectively on the film’s themes and environmental issues.

Field Trip Collaboration:

During the field trip to the Parque Regional de las Salinas, students collaborate in observing and documenting environmental aspects.
Collaborative activities during the trip enhance collective understanding and appreciation of the natural environment..

Reflective Collaborations:

Collaborative reflections on the emotions and experiences of the film’s protagonist, Sofia, contribute to the creation of a collective emotional map.
Reflective collaborations deepen understanding and empathy among students.

Type of collaborative action

Space where the experience is carried out

The learning experience is designed to take place in various settings, incorporating both classroom-based activities and experiential learning through field visits. Overall, the learning experience is designed to seamlessly integrate classroom activities with real-world observations and experiences in the natural environment of the Mar Menor region. This approach aims to provide a holistic and immersive educational experience for the students.

Where the learning experience has been developed

Educational materials and/or resources needed

Classroom Sessions:

Whiteboard/flip chart and markers for discussions.
Internet access for researching and contributing to the collaborative Padlet.
Projector or screen for multimedia presentations.

Padlet Collaboration:

Computers or tablets with internet access for creating and contributing to the Padlet.
Padlet platform for virtual collaboration.

Post-Film Activities:

Computers for article writing and research.
Cameras or smartphones for capturing photographs during field trips.
Materials for emotional mapping, such as large paper and markers.

Interview Collaboration:

Recording equipment (audio/video) for conducting and documenting interviews.
Notebooks or devices for students to prepare questions.

Additional Resources:

Dossier «Sofía Volverá» provided by the film’s production company.
Online resources, including videos, articles, and websites related to the Mar Menor crisis.
Educational materials related to environmental issues, biodiversity, and ecosystems.

Evaluation

Initial or pre-assessment

Pre-existing Knowledge Survey: Before delving into the topic of the Mar Menor crisis, conduct a survey or discussion to gauge students’ pre-existing knowledge about the region, environmental issues, and the Mar Menor situation. This could include questions about their awareness, opinions, and any personal experiences related to the topic.
Padlet Collaboration: The Padlet collaboration activity itself can serve as an informal pre-assessment. Students can contribute information, articles, or comments related to the Mar Menor crisis, showcasing their initial understanding and awareness.
Discussion and Reflection: Initiate a class discussion about environmental issues and the importance of ecosystems. Ask students to share their thoughts, concerns, or experiences related to environmental challenges. This can help reveal their existing attitudes and perceptions.
Creative Expressions: The activities involving creating symbolic seahorses, decorating murals, and emotional mapping can provide insights into students’ initial feelings and attitudes toward environmental issues. These expressions can serve as a form of pre-assessment.
Introduction to the Film: Before watching the film «Sofía Volverá,» introduce the concept of environmental refugees and climate-related migrations. Conduct a brief discussion to understand students’ awareness and perceptions of these topics.
Field Trip Preparation: Prior to the field trip to Parque Regional de las Salinas, ask students to research and prepare questions about the Mar Menor crisis. This preparation can give insights into their initial understanding and curiosity about the environmental issues discussed during the trip.

Formative evaluation

Classroom Discussions: Monitor and assess student participation in the initial discussions about the Mar Menor crisis. Evaluate their ability to articulate their pre-existing knowledge, opinions, and concerns.
Padlet Collaboration: Regularly check the Padlet contributions to assess the quality and relevance of the information shared by students. Provide feedback on the accuracy of the content and encourage constructive interactions between students.
Film Viewing and Cine-Forum: During the film viewing, observe students’ reactions and engagement. After the film, facilitate a cine-forum discussion, actively participating, and assessing their ability to critically analyze and discuss the environmental themes presented.
Post-Film Activities: Evaluate the quality of students’ article writing and research skills as they analyze and express their opinions on the film. Provide constructive feedback on their ability to synthesize information and present well-reasoned arguments.
Reflective Collaborations: Assess the depth and thoughtfulness of students’ reflective activities, such as emotional mapping. Provide feedback on their ability to connect personal emotions with environmental issues.
Evaluation Instruments: Use rubrics and assessment tools to provide clear criteria for evaluation. This can include criteria for written assignments, oral presentations, and collaborative projects.

Final evaluation

Written Assignments: Evaluate the quality of written assignments, such as the article on the movie «Sofía Volverá» and the report on the field trip to Parque Regional de las Salinas. Assess students’ ability to analyze, synthesize information, and express their thoughts coherently.
Interview Report: Evaluate the interview report, considering the depth of the questions, the quality of information gathered, and the students’ ability to connect theoretical knowledge with practical insights from the environmental agent.
Creative Expressions: Assess the symbolic seahorse decorations, murals, emotional maps, and any other creative expressions. Consider how well students conveyed their emotions and thoughts related to the Mar Menor crisis through these activities.
Field Trip Observations: Evaluate students’ observations during the field trip. Assess their ability to apply theoretical knowledge to real-world situations, make connections, and understand the environmental issues on-site.
Map Creation and Utilization: Assess the quality of maps created by students using Google Maps. Consider how well they communicated geographical information and highlighted relevant points related to the Mar Menor crisis.
Self-Reflections: Encourage students to engage in self-reflection about their learning journey. Ask them to identify key takeaways, personal growth, and areas for improvement.
Class Discussion: Conclude the learning experience with a class discussion reflecting on the entire process. Encourage students to share their insights, challenges, and suggestions for improvement.

Keywords

Learning objetives and goals

Gallery

Learning experience data sheet

Methodology

Evaluation

Supplementary materials

Emotional Relationship with the Landscape

Caminos Perdidos de la Transhumancia