What is a GFLS?

It is a simple game that will help us to understand, visualize and review some concepts of Science subjects that are somewhat complicated to understand using the usual classroom resources.

The realization of a GFLS takes several steps:
  1. Look for those scientific concepts that are usually complicated to understand by the students.
  2. Carry out a basic explanation of the theoretical content.
  3. Create a collective game that allows us to understand this content in an entertaining way and in which students can participate in groups.
  4. Elaborate an explanatory card with the objectives of the game, for what ages it would be recommended, what materials would be necessary to use and the explanation of the rules or the development of the game.
  5. Practice the game to later record a video with our classmates from the rest of the schools that will serve to spread the GFLS in our schools or in all the schools that wish it.
... And everything working with cooperative work dynamics and in English, of course !!!

MOTIVATION OF THE PROJECT

We are moved by the need to find a new way to try to REDUCE ACADEMIC FAILURE: we have detected that one of the main triggers of dropout is given by the difficulty that students have in the subjects of science and mathematics. These problems are due either to the lack of motivation or to problems in the assimilation of some basic concepts in these areas.
The learning of some scientific and mathematical concepts is complicated at certain ages, causing discouragement of the students on the subjects of science. Understanding the forces that kept together the Sun and the Earth, the concept of gravity, magnetism and so many other issues require, often an “act of faith” to be understood by the students. Not understanding this scientific content in a meaningful way, cause that students don´t assimilate them and therefore don’t learn them.
The scientific method tells us that it is impossible to obtain different results if changes are not introduced into the procedure; therefore we understand that without a change in the methodology with which currently the contents of Science and Math, positive result will nevertheless be achieved.
With our project we seek to give a new approach to the learning of subjects like Math and Science.
We want our students to recover the motivation and the love of learning. Neuroeducation studies claim that students learn in a better way if they do it in a more playful and fun process. Play increases the motivation of students to learn. 
It is well documented that working in 'peer learning' allows a better assimilation of the contents: the student happens to be an active part in the teaching-learning process collaborating with teachers to colleagues better assimilate these concepts.
Our idea is, therefore, combating early school leaving early preventing school failure in these areas, making the kinds of math and science more attractive, joining the students themselves as part activates the teaching-learning process and using shaft connector as the practice of sport and physical education. It is also shown teaching peer allows a better assimilation of the contents: the student happens to be an active part in the teaching-learning process collaborating with teachers to colleagues better assimilate these concepts. Our idea is, therefore, combating early school leaving preventing school failure in these areas, making the Math’s and Science subjects more attractive, joining the students as an active part in the teaching-learning process and using shaft connector as the practice of sports and physical education.
Besides that there are collateral benefits that produce teachers, students and families contact and coexistence with citizens of other European countries. These benefits, which we have witnessed through our participation in the previous project Erasmus+, are plausible at all levels: personal, academic, cultural, maturation, social, etc.