Working in projects

The central element on which the whole learning model is based is CHALLENGE-BASED COLLABORATIVE LEARNING. The approach of a problematic situation, its transformation into a challenge, as well as the whole process until a result is obtained, is structured on the basis of both the technical and specific competences of each cycle, as well as those transversal competences that at this time have a strategic character, such as: autonomy in learning, teamwork, orientation towards extraordinary results, etc.

The challenge-based approach to the model requires a reinterpretation of the mechanics of learning. The interpretation that best fits the model is that of learning as a process of evolution, where the student is responsible for it. Challenge-based learning provides a scenario and a moment in which individual and team learners take action and produce a result. This result is interpreted, what worked and what did not work is analysed, and it is decided what will be done differently in the next challenge in order to get closer to higher goals.

This work proposal does not fit with the structural model as we have known it up to now; elements such as timetables, evaluations, classroom configuration, etc. in their current format are no longer valid and need to be rethought and consequently redefined.


  • Intermodularity
  • Self-managed cycle teaching teams
  • Evaluate to evolve in competency development
  • Adaptation of learning spaces

Ethazi in 11 steps


 Raise the challenge

 To raise the problematic situation on which the challenge is based and to agree on the final product or products to be delivered.


Identify and connect with the challenge

What are we asked to do in the challenge? We have to define well what we have to do/achieve.

How do we visualise our final result, so that we can define it as an extraordinary result (within our competences and the potential they offer)?


 Setting parameters

The parameters are all those questions that will allow us, on the one hand, to subdivide the challenge into different areas of knowledge and, on the other, to activate research and generate knowledge. Posing questions linked to a challenge is in line with the approaches of meaningful learning.


Obtaining and organising information

The questioning of the previous phase is linked to the search for answers, which in turn can generate new questions and turn the previous phase and this one into a cyclical process. The answers to these questions can be provided through open searches or research, monitoring tools, visits, sessions with experts…


 Generating alternatives

Based on the knowledge created in the previous phases, alternatives related to the products to be developed are proposed. The more alternatives the better. In this phase, it is advisable to use creative tools that favour the generation of alternatives.




The presentation of the proposals generated by the different teams to the whole group aims to enrich the initial proposals by generating new alternatives to those already put forward by each team, as well as working on communication skills.


 Select the proposal

Each of the alternatives must be assessed and the one that balances its feasibility and the extraordinary result sought from the outset must be chosen.


Action planning

Outline the set of actions to be carried out and the associated resources to achieve the objective set, agreeing on the sequencing, timing and assignment of tasks within the team and including in the planning the risk analysis and partial follow-ups that allow deviations to be detected.


Executing actions

Developing the planned actions, monitoring them and correcting any deviations that arise. This phase promotes the development of specific skills and abilities through practice and experimentation.


Presenting results

Individual and team presentation of the results of the challenge, both face-to-face and through the use of ICT.




Through feedback, show what went well and the areas for improvement identified in the challenge process. Carry out the evaluation considering the evidence of results, actions and attitudes from a 360º perspective, both at individual and team level.

Use the results as elements of reflection, to address improvement and evolution commitments for future challenges.