Friday 11 April 2014
Facilitator role by Fernando Tortosa Cutillas
This week I have been the facilitator, It has been a calm week, the last week we had to read the LOE and the LOMCE, see the main differences between them and make concept maps about 6 topics.
This week, taking into account all the information of the concept maps we had to make 4 question of each topic and put them into cards that we had to bring to class last thursday. Then one topic was assigned to each group and with all the questions of that topic we had to in our group each one of us had to choose our favourite questions. Then we put in common all our favourite questions and we had to choose 8.
About our feelings this week we all had worked hard and one more time I can say in proud of my group! Let's continue like this week guys! =)
Curator farmer, by Raquel Pleayo
This week I have been the curator farmer. Firstly, I have to know how
to do the “pearltree” and how it works. This is an easy way to have a global
vision of what we have done during the course and in each week, specifying
where we have looked information, in which websites.
So, this week I have added in the “pearltree” all the
links of the final conceptual maps of each topic, because we have made some
questions about those topics and their answers. Then with the final conceptual
maps we have a good vision about all the topic and it easier to understand.
Here is the section of the conceptual maps.
References.
- Education rush hour (02-04-2014). Topic 1: "Educational System", conceptual map.
Found in:
Found in:
- Give me 7 (03-04-2014). Topic2: "The
Primary School", conpetual map
Found in:
Found in:
- Hide and Seek and The little ants (01-04-2014). Topic 3:"Organization
of Primary Education" conceptual map.
Found in:
Found in:
- Teachleaders (01-04-2014). Topic 4:"Organizational Variations and
Alternative Structures In Primary Education" conceptual map.
Found in:
Found in:
- Brain Storming and Step by Step (03-04-2014). Topic 5: "Administration
and Governance at Local and/or Institutional Level 1" conceptual map.
Found in:
Found in:
- (31-03-2014). Topic 6:"Governance
of Non-University Public Institutions" conceptual map.
Found in:
The translator, by Feli travieso.
Hello everyone!!
This week I was
assigned the translator role. The words that I have chosen are quite related
with the topic we are, researching, studying, and comparing. All of them are
forming part of the same semantic field, but I will appoint through my
definitions, some differences that should be noted. I will also focus the
translation on the educational field.
In order to enrich you
with more words in English I will also write all the definition's synonyms and
antonyms.
Integration.
It is when You give every child
the type of education needed in the least restrictive environment, abandoning clinical or
diagnostic labels.Which means leave the labels and meet
the needs.
Therefore, integration is not an indiscriminated return of all children with special needs
to regular classes. Nor allow children in
special schools remain in regular
classrooms without the support
services required.
Synonyms: fusion,
meeting, incorporation, unification,
blending, mixing.
Antonyms: disintegration, separation, maladjustment.
Equity.Antonyms: disintegration, separation, maladjustment.
Is is the quality of being fair or impartial. When opportunities are the same for everyone even if they are different. We all are not equal, and equity is the way to provide equal resources for different people.
Synonyms: fairness, impartiality,
objectivity, justice, moderation.
Antonyms: partiality, injustice.
Inclusion.
It is a human right by law personhood. Inclusive approach in the classroom
includes:
- It focuses on the classroom, classroom-student characteristics.
- Teaching learning factors are discussed.
- Troubleshooting collaborative teacher and peers.
- Strategies for teachers to have the capacity to adapt.
- Classroom environment that promotes and supports adaptation regularly.
Synonyms: introduction,
incorporation, installation, penetration, placement.
Antonyms: Removal, Foreclosure, deletion.
Segregation.Antonyms: Removal, Foreclosure, deletion.
Segregation is the different
distribution of individuals in a
specific reference-ethnic,
social ... feature
- with negative effects for certain categories of individuals. In
other words, is when people belonging to a particular group (socioeconomic status,
race, sex, religion, physical abilities or
intellectual) do not mix with
others different from them. Segregation either way,
has consequences, probably in terms of inequality and unequal learning opportunities.
Synonyms: breakdown,
secession, separation, discrimination, , dislocation
ecretion, sweating, evacuation, perspiration, dripping, discharge, separation, disunity, disseverance.
Antonyms: unite, add, integrate, host.
ecretion, sweating, evacuation, perspiration, dripping, discharge, separation, disunity, disseverance.
Antonyms: unite, add, integrate, host.
Discrimination.
Discrimination is a situation in which
a person or group is treated unfavorably because of prejudice,
usually because the discriminated people, (children in
this case) belong to a distinct social
category; It should also be distinguished from positive discrimination (which is differentiation
and recognition). Among those categories are race,
sexual orientation, religion,
socioeconomic rank, age and disability.
Synonyms:
unfairness, bias, bigotry, hatred, prejudice, partiality, intolerance,
favouritism, hate, race hate, racial hatred, racial discrimination, injustice,
narrow-mindedness, provincialism, racism, racialism, sexism.
Antonyms:
Equality, Equity, Inclusion, integration.
These words have great social impact nowadays, and we should all work towards the integration,
inclusion and equity. We also should be able to avoid at all costs discrimination and segregation that will undoubtely lead our
society to a narrow-minded path of ancient mentality.
Having thoroughly searched the definitions of words that although similar, have different connotations, I enclose the
pages where I
have extracted the relevant
information.
I HOPE YOU CAN NOW DISTINGUISH THEM.
Doc. 1: De Haro, R. (2011). La evolución histórica de la Educación Especial: de la educación
segregada a la educación para todos.
I am the star by María Moreno
QUESTIONS ABOUT TOPIC
6.
1.
What is the common teaching coordination body in
pre-primary/ primary education and secondary education?
2.
Respect the curriculum, is more autonomous a public or
a funded private school?
3.
Is any parent part of the Leadership Team in school?
4.
What are the main functions of the class
representative?
5.
Can you explain briefly what a school board is and
some main functions of it?
6.
When Non- University Institutions began to be autonomy
and what are their principal areas of autonomy?
7.
Why Participation bodies are created? Do you know
which are the three channels created for students?
8.
According to the model decentralised State and the
share of Educational competences between Statement institutions and Educational
institutions, think about of the curriculum and explain these different set of
levels of application.
9.
You passed the public examination and it is your 7th
year as a teacher in a Primary School in Lorca, you also are the coordinator of
your cycle, in which bodies are you involved?
10. María is a
teacher in 4th grade in a Primary School in Santomera. She is the
teacher of Pedro, a boy with lot of problems with maths. When María proposes
activities with multiplications, he cannot do them. Can María by her own make
adaptions of the curriculum for her student Pedro? If the answer is negative,
who has to do it?
11. Talking about
the Teaching Coordination Bodies compared this body in Primary Education and in
Secondary Education.
12. With the new
law LOMCE, one of the collegial bodies has lost power to decide about important
issues. Analyse which issues we are talking about the implications of this.
13. A problematic child
wants to enter a school, who is the person who takes the decision of saying no
to this if it is necessary?
14. I am the father
of a child in a state school. Can I form part of the Board of Education?
15. What happened
with the approval of the LOMCE regarding the functions of the board of
education?
16. If a student
resides in a rural area and must move to another nearby town to go to school,
who will pay the transportation cost, school meals and boarding?
17. Will the
headmaster decide about the student’s admission? Why?
18. Regarding the
school autonomy, educational administration has the freedom to create work
plans outside of their curriculum. So, could these plans affect students in
their titles obtention?
19. In a primary school,
can the students be members of the school board?
20. Does
headminintress or a headmaster need to have specific and complementary studies
at his or her degree? Or can any teacher be a headmaster?
21. If you are a
parent and you want to participate in your child´s school, how would you do?
22. The collegial
school bodies are two: the School board and the teacher’s assembly. What are
the differences between them?
23. The team of
teachers in Secondary Education institutes has some duties. What are those
duties?
24. If you are a
class teacher in Primary School, what is your function?
25. What is the
individual body public school division?
26. Can the parents
participate in the teacher assembly? Where they can participate?
27. What is the
main difference between individual and collegial bodies?
28. In a primary
school, can a teacher choose the components of class representative?
29. If there are
some students with learning difficulties in your class, which body can give
solutions and who is it formed by?
30. In relation to
school administration and according to LOMCE, could you tell what the main
pillars to promote “Quality Education” are? Name at least four of them.
31. Who prepares and
approves the School Development plan? Has it suffered any change with the
LOMCE?
32. What is the
roll of the School board modified by the LOMCE?
33. What happens in the case of absence of centre candidates?
33. What happens in the case of absence of centre candidates?
34. Who chairs staff-meeting? Do all the teachers get
involved on it?
35. Who is governing board made up of?
36. Is it necessary to be a Director to hold any kind of
certification or credential? If yes, which one?
Thursday 3 April 2014
The Facilitaros by Cristian Paco Andreo
Well, I don't even know where and how to star, many thinks happens this week but not all of then enjoyable at all, but better stop thinkig on the pass and let's look forward to the sugerirse, the end of this subjet is close and I'm sure we'll remenber it for loooooooong time.
For the activity of this week, I have split the group into two team, the first was formed by María, Fely and Fernando taking the topic 5 and the second was Raquel, Rosana and my self takin the topic 2. both the groups were split into three task, one per person, What a mess!!!
To clarify it the reason for spliting and spliting the topics was to go deep and deep into the both topics by a determinate member of the group, by the way, I thing we've got it. ;)
The tool we have used was named "Inspiration 9". This is quite nice conceptual map software but isn't FREE, OMG!!! now I have a trial version and my desk full of rubish from softonic, you know, when you get something fron softonic it never came alone, tones and tones of adds and so.
In conclusion, the activity was ok but not impresive, actully quite boring but the transversal competence is adquired which is the most importat. About my mates I have to congratulate them they were doing very very well, I made Fernando and Feli to chenge their cmap many times and they never complain, lol!!
Now if you want to see the result of our job for this week, don't hesitate to click on the link below.
https://www.dropbox.com/s/jc43lb8euf20j5k/final%20%20cmap.pdf
Wednesday 2 April 2014
Work as Curator-Farmer by Rosana Yepes
This week I have been the Curator-Farmer. To be
honest, I don’t like so much my work because it is very simple and it is very difficult
being innovative and creative. Even I still think it is a necessary work
because we must have the references recollected in order to when we study this
subject. Moreover, the topic of this week is not my cup of tea; I don’t like so
much the law. However, it doesn’t want to say that it doesn’t be important. Indeed,
now with the law´s change is more important knowing it.
On the other hand, the dynamic that we used the
last Monday, I don’t understand at all, because it was estrange having to
evaluate my own conceptual map. I thing I didn’t understand exactly the
activity. In contrast, I liked a lot the tool which we used in order to
evaluate the conceptual maps.
In regarding to the feelings, this week has
been a bit difficult due to internal problems, but now I hope we face the least
of the semester with a positive aptitude and trying to overtake our
difficulties, our misunderstandings and we overtake our goals successfully.
Once more, congratulations partners!!
Translator by Raquel Pelayo
This week I have been the translator and my
mission is to choose five terms and define them with their links
CONCEPTUAL MAPS: is a
type of graphic organizer and structure the contents of a topic that used to
help to someone to organize and to have a general idea of it. First of all, the
concept map begins with the main idea (in boxes or circles, with different
colors…) and with narrows or lines goes down and then the sub ideas of that
topic. In the map we see concepts or a phrase very short or that phrase structure.
The objective of this conceptual map is has the technique for visualizing the
relations between the ideas and it is easier to understand, more comfortable
and help to people that are frighten to read big paragraphs.
To build a conceptual map we
must to start with the main idea or topic that it is focused in, secondly
determine the key concepts and finally connecting concepts.
And here you have an example
of a conceptual map, to understand better what it is.
LOE: this new law organize, structure and
delimit all the function of the Educational System including the education’s
goals, the organization of the education, the teachers, schools, the
inspections, the economic resources, etc. and the attention to the diversity of
pupils.
The basic education is divided in two:
primary school and secondary education (obligatory) where children between six
and sixteen years old must go obligatory to the school and without paying. It
determines the education which is no obligatory, like “Bachillerato” and
“Formación profesional”.
And here you can find a document about the
articles that includes the LOE:
LOMCE: this law is for the improvement of the
educational quality, and this one was founded with the change of the last law
(LOE).
Curriculum:
for
education, the curriculum is the planned of the knowledge, contents, material,
tools, methods and process for evaluating if the objectives have been
accomplish the objectives. Depending on how educators define or employ the
term, the curriculum refers to the knowledge and skills that student are
expected to learn.
An individual teacher’s
curriculum would be what he/she has to teach to their students, the lessons
which he/she must explain, assignments and materials used to organize for a
particular course. For a teacher is very difficult to explain and do everything
that is in the curriculum, in the sense that the teacher has not enough time to
explain everything or to do everything what is in the curriculum.
Inspiration 9: is a program for the computer that is useful for
education to make conceptual maps and provides several visual thinking and
learning products. It permits the graphic representation of a topic and it is
very easy to understand.
Here you can find the link where you can download this program:
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