Showing posts with label Task 6. Show all posts
Showing posts with label Task 6. Show all posts

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.

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:

Tuesday, 1 April 2014

Analyst role by Fernando Tortosa Cutillas

I have been the analyst this week and first of all I have to say that all my partners have done the work great and I’m very proud of all of them. Especially of Cristian who was the facilitator this week and who has offered us help to explain us some concepts and also has helped us to organize our concept map.
What was the best part of the activity?
The best part of the activity in my opinion has been when on Monday in class we had to compare the others groups maps of the same topic and unify them all together. And also we have learnt to organize concepts in a conceptual map in a simple way using a program called "Inspiration 9".
What was the worst?
The worst moment was when we have to start reading the LOE and the LOMCE because we were not used to work with that and it was a little difficult to understand at first.
What was the best moment of the week (group work)?
The best moment was when we had to evaluate ourselves in a fair way because we have a group supervising us, so we ask them for opinion and we agreed with them.
What was the worst?
The worst thing this week has been was the difficulty of the activity; we are not too much familiar with the educational laws, so at first I have been a little difficult to understand. But Cristian as facilitator this week has helped us a lot to organize each part of our conceptual map.
What have you learned?
We have learned to see our own mistakes comparing with others group perspectives to organize and make things clear with the conceptual maps. But we have also learnt some principal concepts about the educational laws LOE and LOMCE and its changes.
What is needed to conserve, as a group for the next few weeks?
Well I think we are doing the things right and that we have improve a lot since the start of the course and we also have get used to work in group and to help each other.
What needs to improve, as a group for the next few weeks?
We dont have to do just the activity, we have to investigate and try to learn also about other things related to the topic that will help us in the future as teachers.
How this has been related to other content in the course and in the race?
Well it’s obvious that knowing the educational laws is very important for us because we have to know our limitations and the things that we can do in each situation at school.
There is no obvious social connection of this content (news, politics, etc.)?
All the aspects the educational laws in Spain at least, are related with politics, depending of the political party governing they can make changes in the educational law but this is not fair at all because they are all time changing the laws and this cause many problems, like with the change of textbooks.

Journalist by Maria & Feli.

Feli's report

Scoring giveme 7 &T8T
Human beings existence is characterized and focused in spending time and behave, both individually and in groups. Now that we are facing the student stage, we spend a great deal of our time in groups. What is even more, in the working world, even if we are ready or not we will spend even more.
The big group
Of course, many times we have no choice whether we will work alone or with more people. We are just told what to do. GOALS? To be best apt to be prepared in order to gain aptitude skills to be prepared and able to interact with society in general.
The Brainstorming group, as the remaining ones have been working more than two moths, and that fact helped us to know each other better, our goals, hobbies, hopes….
REFLEXION is a nice way to foresee, what about the rest of your class groups?
Learning from other's perspectives
So that my role this week will consist on going through all the groups integrated in the B section, and ask them their general feed back about this weekly task, whether they found it more difficult or easier than previous ones, what should be improved, if all of them find the task difficult or on the contrary, some find them easier than others.
                                           STEP BY STEP
I asked them whether they found this week's task about conceptual maps easier than Moovly, and their general answer was that for them getting used to using Moovly was more complicated because the had to invest a deal of time in order to get used to it. All of them told me that concepts maps were easier that they were expecting.
Let´s see what T8T has to add.
Their role on the exposition day was to work as supervisors, and for them in general the experience was not good, because none of them could compare their maps with other groups in order to improve or just have different perceptions, and I have to admit that they are right, they play disadvantaged.
What about  THE LITTLE ANTS?
Their general feed back is that the LOGSE-LOMCE differences has been approached on an overbearing manner, so that, not time enough to chew the concept. For them going through Moovly or the conceptual maps did not make any difference, as they think that every tool is new and requires time and cooperative work in order to cope with all the subjects.
Our own feedback
It is curious that even though we have not been working with the rest of the groups, our opinion in general does not differ from the rest. On the contrary, we could witness how the team that was supervising us were telling that as much as they like to supervise, they did not have the same opportunity to correct their own maps. We also think that a subject like LOE-LOGSE, maybe because the majority of us do not go often through the BOE is not an easy subject, if we are to learn the roots of them. And we also add that I would be great if we had more time to compare all of them.
Well my friends, that was all. Even though working in groups is more time-consuming than individual or interpersonal effort, at least I could report that our worries, our willingness to exceed expectations in order to improve, and motivation overall will guide us to good destination.

Maria's Report
As the other journalist has said, this is not an easy work to do.  When a new law is adopted, a lot of changes appear and we had to contrast both in order to understand what happened.
As I don´t know if the differences between LOE and LOGSE have been clearly understood, I wanted to explain them with two videos. They are in Spanish, because it is a Spanish legislation, so that, I will explain them in English in order to clarify some aspects.
Firstly I wanted to say that LOGSE was a Spanish law from 1990 to 2006 when it was derogated by LOE. So now let´s see the videos!!
The first one talks about the establishment of LOGSE and explains it´s main functions and ways of teaching.

As we can see the most important aspects of this law were:
-           Equal  opportunity to education;

-          Moral and religious education;

-          Free and compulsory basic education;

-          Printed material (textbook, Workbook and worksheet)

-          Evaluation with an exam in order to saw what the student had learnt.

-          Teachers with a close bond with their students and subject.
The second video talks about the establishment of LOE, so it is in favour of it, presenting it´s relevant pros.
As we can see, this law wanted to take many specific points from LOGSE and try to improve them. It´s main goal is to fight against school failure from the beginning.
With this purpose It not only included improvement measures to students in primary and secondary education, but also in secondary education the number o subjects was reduced.
In general, students have a 65% of common contents, having the religion subject as a voluntary one.
So know we really know the differences between both laws, but if you have to decide which one is the best, what do you say?
Well, my answer is clear, I really prefer LOE and these is because I hate studying only with printed materials and do an exam to show what I have learnt. Also we have more freedom to choose what we want to study and how we want to learn things.
In conclusion, we have lots of opportunities and resources that we should use in order to make our knowledge bigger.


Conceptual maps: topic 5 and 2

Cmap of topic 5: Administration at educational institutions level

Cmap of topic 2: The Primary School.