I come here with the information of the week!

Hi everyone! I am Silvia and this week it is my turn of giving you the news. Yes, you have guessed it, I am the JOURNALIST!

This week we have continued working in the LOMCE and, at last, we have done the GAME. Because of that, this week has been a bit hard for our stars, but they have worked very hard and we are very proud of them.

On Monday 20^th we developed the strategy that we went to use during the week in order to learn all the questions that our colleagues had posted the week before and, for doing the work more fair for the stars too, the coach (Marina Crevillén) asked us in order that our stars were studying all the week and in the weekend they only had to revise the questions.

And, finally… the big day arrives!

On Monday 27^th we started the game using a version of the traditional game “Snakes and Ladders” in which after each movement, Linda did a question to our stars and, if they pass, continue playing and, if they fail, the turn pass to the stars of other group. Meanwhile the rest of the group was encouraging to our stars, each group in their own way, all of them very interesting and originals.

Finally, on Thursday 30^th, as we could not finish the game the previous day, we did the final part of the game and I must say that, at least in our case, we have lived the game with more stress that the previous day, I suppose that because it was the end of the game and, although we had a good position, the situation could change in any moment. But I have now said enough. Do you want to know who won? Well… the winner was (sound of drums)… POWER TEACHERS!

Yes, we were the winners! Can you believe it? We are very proud of our stars (Alba and Anthea) because they did a great job and even if they had not won, we know that they made a big effort and we must be very proud and grateful to them because of that.

Now I am going to recommend you two different blogs.

On the one way we have the blog PUERTAS A LA IMAGINACIÓN, created by a teacher of art, although, even if the blog is focused on this subject, we can find a lot of tools and activity that we can apply to other subjects too. For this reason I have chosen this blog, because in it you can find manual activities, activities in which the children can use the ICT, tools 2.0, digital books about plastic arts and a lot of things more that the teachers (and even the mothers, fathers and/or babysitters in some occasions and aspects) can use in order to make the teaching and the learning more dynamic, funny and modern. Are you interested? Well, here you can find more information about it: http://puertasalaimaginacion.blogspot.com.es/

On the other hand this week I am going to recommend the blog of the group KEEP CALM AND KEEP ORGANIZED. I have chosen this blog because I think that they deserve it (and not only because they have had the second place in the LOMCE’s game, although congratulations for this) because in the posts on their blog, I can see their hard-work and I think that the way in which they explain the activities of each week is fantastic. In addition, I love the blog’s design too. I think that it has a great style and ha letter clear and easy to read, a factor that in my opinion is very important. So if you want to look around it, here is the direction: http://keepcalmandkeeporganized.blogspot.com.es/

HELLO EVERYBODY!!!! HERE IS THE FACILITATOR :D

First of all I want to say that this week has been an exciting week, since this week the class have played a game, in which the different groups of SOYER have to reach the target, and the target was the number 100, and to do this, they had to answer questions correctly.

To play the game I told to my group that we could wear similar clothes, like a white t-shirts, do a placar with the name of out group, "power teachers", and bring pompons. I asigned to each one to do one thing. To sum up this week we (the members of my group who weren't stars and me) have been like cheerleaders. Our main goal was cheer the stars of our group.

On the other hand, this week my goal has been too, asking to the stars of my groups Alba y Anthea about the questions of the game to do it them easier. I tried asking them every day about the questions, with the goal that they would know the questions very well.
Finally I have to say that we have been the winners of the game, so I am very proud of the work of my colleges, and especially of my dear stars.

I see you next week readers!!!!!!

The analyst is here! CONGRATULATIONS POWER TEACHERS!

Hello everybody! I'm Rebeca Cascales Ribera and this week I'm the ANALYST. As you can see in other posts of analysts, the person in charge of this role value every week's work, in an individual and collective way.

These weeks, we're working into the same topic, LOMCE, but in different activities. This is very important in our degree because the laws are in continuous changing and we must know how to investigate a curriculum, when we become teachers, because I'm sure that it will change and it won't be the LOMCE one.

The week's activity was doing a training for our next week's starts to study the six topics' questions and the Snake and Ladders' session.

To start with how the activity was, I have to say that it's one of the most interesting activities that we've done, it is very dynamic and funny for some components of the group, overall to the "cheerleaders". The worst of this activity was studying every questions for our stars, they have to be the responsible of answer in our name and I have to say that they have done it very well.

One of the best moment of this activity was the moment of Monday 27th when our stars started to guess the answer and they guessed 6 straight questions. It was very exciting because we were encourage them to follow and it was a good moment for every Power Teachers. And of course, the best moment of this activity was the moment on Thursday 30th when our stars got win the game and it was so stimulating for us. We had achieved what every member of the class wants. On the other side, the worst moment of the session of today (Thursday 30th) was waiting for the last question, we were so nervous and of course, our stars, who were waiting for it anxiously.

The most important of this activity has been learning in a different methodology as the usual one about the LOMCE. This topic is one of the topics that we work in some subjects. In this Organisation and Educational Resources we are seeing it in a general view and we are knowing all the branches. In other subjects such as Diversity, we are seeing it in another perspective, for example we're focusing on the support measures that LOMCE offers to the children with some difficulties.

Regarding the social connexion, this activity called Snake and Ladders is very similar to the nowadays television programmes. I think that every programmes with questions and answers are very interesting because there is very tension and that makes spectators are more inside the game, as we lived in class on Monday 27th and on Thursday 30th. It was like living one of this television programme in our own class.

Now, I'm going to reflect about the working way of this last weeks. When we started the LOMCE topic, we was working by groups such as Power Teachers, Power Puff Teachers... but then, the groups were mixed, divided and the way of work changed, at the beginning it was a bit difficult because we had got used to work with our group and suddenly it had changed. By the time, we worked better and better and this will help us in a future to do whatever with whoever always. Now, I'm going to focus in my group, I'm very proud of them because although we sometimes have some difficulties, we always achieve what we have proposed and this gives us strength to get ahead.

CONGRATULATIONS POWER TEACHERS!

I hope you really enjoy with us and with our posts! Thank you for reading and... Visit us!

Are you sure that you understand all the words? I can help you!!

Hello bloggers! I'm María García and this week I have been the TRANSLATOR of Powerteachers!! Although this week we have posted our task a few days later, we are here!

As you know, my work in this role consists on chosing five words and define them. So, I think these words has been presented in this activity and that they are important in this task:

Snakes & Ladders: It is a board game where the players (2 or more) have to roll a die and advance through the squares to the last one with their tiles. This game includes snakes and ladders which connect several squares. With the snakes you move back through the board and with the ladders you advance.

Snakes and Ladders. (2015, April 18). In Wikipedia. Retrieved April 28, 2015, from http://en.wikipedia.org/wiki/Snakes_and_Ladders

Team: A group of people that colaborate to work together to get a purpose. The members of a team can work individually or cooperatively, sharing their opinions to elaborate combined ideas and that they can agree with all the decisions they make.

Heathfield, S. (n.d.). What is a team? . In About. Retrieved from http://humanresources.about.com/od/teambuilding/f/teams_def.htm

Team . (n.d.). In Oxford Dictionaries . Retrieved April 28, 2015, from http://www.oxforddictionaries.com/definition/english/team

Consider: The act of thinking in detail something. In the game, our stars have to consider very well the answer that they had to say. So, we can define this verb in this case as reflect about the answer of a question with a partner to put in common the knowledge about the topic that they have worked before.

Consideration. (n.d.). In Merriam-Webster. Retrieved April 28, 2015, from http://www.merriam-webster.com/dictionary/consideration

Opponent: The person or the team who you are against in a competition, a game or a contest. It is the rival with whom you have to compete for wining one of those.

Opponent. (n.d.). In Merriam-Webster . Retrieved April 28, 2015, from http://www.merriam-webster.com/dictionary/opponent

Opponent . (n.d.). In Collins Dictionary. Retrieved April 28, 2015, from http://www.collinsdictionary.com/dictionary/english/opponent

Rules (in games): The regulations or the steps that the players of a game must follow to win it. The rules are compulsory and if one of the players is cheating, he/she shouldn't continue the game.

Farlex . (n.d.). Rule . In The free dictionary . Retrieved April 28, 2015, from http://www.thefreedictionary.com/rule

Rule. (n.d.). In Dictionary.com. Retrieved April 28, 2015, from http://dictionary.reference.com/browse/rules

Finally, I want to say that I am so proud of my partners (my group and the other groups) for playing this game so well. The stars of each team are fantastic and I think all the groups have worked a lot and very well. This game (that other Powerteacher will explain you in other post) have been great and fun!

I hope you see the other posts that will be upload soon. I'm sure that you will like the activity of this week as well we have liked! And you are going to know who is the winner of the game... Will you miss it?

Let's define some words!

Hi everyone! I'm Anthea, the translator! As you already know, my role consists on looking for five words related to the weekly activity and defining them. Thus week it has been a bit more difficult, because we have continued working on the last project, which is about the Basics of the Spanish Educational System, and some important words had been defined before. Fortunately, at the end I have been able to find some other words, which are:

Manager

The manager is the person who trains, guides, controls, someone for something: a sport, a contest... but, in this case, this person is in charge of training participants of a game that have to memorize a series of questions, and, then, being able to answer them correctly and in a short time after they had been asked.

The information has been retrieved from: 
- http://www.learnersdictionary.com/definition/manager
- http://www.thefreedictionary.com/manager 


Strategy
A strategy is a plan which people use to achieve something, mainly for winning a game, defeating a team (sports)..., by following a series of steps and by establishing some goals. It consists on thinking about a way to reach the objectives that have been proposed.

The information has been retrieved from:
- http://www.merriam-webster.com/dictionary/strategy
- http://www.oxforddictionaries.com/definition/english/strategy


Leader
The leader is a someone who directs a person, or a group of people, by being the most important part He/She decides what has to be done, how it is going to be, how the rest of the group is going to work, and what are going to be their goals, objectives, purposes. 

The information has been retrieved from:
- http://www.thefreedictionary.com/leader


Training
The training is a really important part of a project, an exposition, or sport. It is a period of time used for get prepared for a competition or improving the own skills because of they are going to be shown after this.

The information has been retrieved from:
- http://www.learnersdictionary.com/definition/training


Supporter
The supporter is someone who encourages others to do something as well as they can, mainly when there are two or more teams or groups competing for the same thing. They do it by cheering them up, tellying them that they can do it or they will achieve whatever they want. In short, they are people who tell others phrases for encouraging them to continue.

The information has been retrieved from:
- http://www.thefreedictionary.com/supporter

Did you miss me? I am the BOSS!

Hi bloggers! I am Silvia García and I am here a week more, this time since the role of the facilitator.

This week has been a bit weird because we have not had an activity in group as the others weeks. This time we have organized and selected the questions for the game about the LOMCE, specifically about the topics 1 and 4 (we had to choose ten questions for each topic between all the questions that the groups have done) and we have decided the strategy that we are going to use this week in order to learn these questions, above all in the case of the stars.

For these activities the roles have been:

FACILITATOR: Silvia García martínez

JOURNALIST: Rebeca cascales ribera

ANALYST: maría garcía zamora

TRANSLATOR: anthea clemente sharp

CURATOR-FARMER: alba García subiela

STAR: marina crevillén Fernández

On Thursday 16^th we did the selection of the questions. Our group was divided in two and one part had to work with the group of Keep Kalm and Keep Organized in the Topic 1 and the other part with the group of Busy Bees in the Topic 4. For this activity I tried that each one of us worked with the topic that we had worked more. After, each part of the group organized the questions’ selection in a different way, depending on the other group too.

On Monday 20^th we organized the strategy that we are going to follow this week. In this case I have not divided the work because the star of this week (Marina Crevillén) has been the coach of our next stars and, although we have helped them and given our opinion, she has decided the steps to follow.

I must say that one of the aspects that I have enjoyed more this week has been working with the other groups because we have learnt about how they work and if we can change something in order to improve. In addition, to work with other people has been an interesting experience too, because, although I love my group, it is always good to realise that you can work with other people too in a good way if it is necessary. For instance, when we worked with the Busy Bees in the selection of the questions about the Topic 4, I felt very glad when we could organize the work in a fast and efficient way, although we never had worked together before.

HELLO, THE STAR IS HERE!!!!!!! :D

Hello everybody, this week I have been the Star, but no the normal star if not an special star, since during this week I have been and am, the personal trainer of the two stars of the next week, Alba y Anthea.

My function this week has been and is to prepare the stars and the other members of my group for the game which will be the next week. To do this I have designed a plan to train them.

My plan have been and is the following, to ask each member of my group randomly three questions per person every day of the week. Each day of this week I have asked and ask one topic, which one I told to my partners the day before. The objective of my plan is that all the members of my group know about the questions, and coat the stars, since only they are going to play. I have decided to do this to provide maximum convenience to the stars, since if they study during the week, they only will have to review the questions at the weekend.

I have to say that this week I have enjoyed so much being a personal trainer since I have been like a teacher asking to the students the lesson every day.

Gathering all the resources

Hi bloggers! I'm Alba García and for this activity I've been the curator/farmer. As you may know by now, by job is to gather all the resources we have used to develop the activity and show them in a mindmap.

It seems that "challenge" has become one of my surnames as, one more week, developing my role is a bit tricky as we have continued working on the Basics of the Educational System. However, this week we haven't worked with the official documents, but instead we have worked with the questions which were produced by each of the groups. Because of that, I have decided to cite the group of questions done by each group for the topics we have used, as that is what we have really worked with.

These are the references of the questions, grouped by topic:

* TOPIC 1: An Overview of the Educational System

- Tudela, Y., Peña, M., Hernández, M., Peñalver, M. J., Jiménez, B., López, A., Rueda, G., López, A. (2015). Questions for Topic 1 by Busy Bees.

- Abellán, N., Acosta, P., Álvarez, F. J., Álvarez, M., Álvarez, P., Gómez, A. E., Ibarra, J. (2015). Questions for Topic 1 by Meerkats.

- Ferra, M., Balsas, M., Cruz, A., Bastida, I., Alarcón, M. T., Fernández, L., Camacho, F., Belmonte, S. (2015). Questions for Topic 1 by ItsChOOL.

- García, M., Hernández, N., Terry, H. R., Peral, P., Pérez, C., Ruíz, A. (2015). Questions for Topic 1 by Keep Calm and Keep Organized.

- Sánchez, M., Ruíz, A., Menargues, C., Miralles, Y., Palomo, B., Villalba, M. C., Navarro, M., Lorente, A. (2015). Questions for Topic 1 by Los Umpalumpas.

- Mateo, C., Martínez, E., Tortosa, F., López, C., Higgins, M., Martínez, S., Vicente, A. I., Mula, A. (2015). Questions for Topic 1 by Platypus.
- Cascales, R., Clemente, A., Crevillén, M., García, S., García, A., García, M. (2015). Questions for Topic 1 by Power Teachers.
- Giménez, A., Bas, A., Viudez, B., Cadenas, E., Galián, I., Angosto, I., Aniorte, S. (2015). Questions for Topic 1 by Seven Up!.
- Álvarez, I., Carpena, C., Egea, J., García, M., Góngora, A. C., Grau, L., Molina-Niñirola, M. C. (2015). Questions for Topic 1 by PowerPuff Teachers.

* TOPIC 4: Organisational Variations and Alternative Structures in Primary Education

- Tudela, Y., Peña, M., Hernández, M., Peñalver, M. J., Jiménez, B., López, A., Rueda, G., López, A. (2015). Questions for Topic 4 by Busy Bees.

- Abellán, N., Acosta, P., Álvarez, F. J., Álvarez, M., Álvarez, P., Gómez, A. E., Ibarra, J. (2015). Questions for Topic 4 by Meerkats.

- Ferra, M., Balsas, M., Cruz, A., Bastida, I., Alarcón, M. T., Fernández, L., Camacho, F., Belmonte, S. (2015). Questions for Topic 4 by ItsChOOL.

- García, M., Hernández, N., Terry, H. R., Peral, P., Pérez, C., Ruíz, A. (2015). Questions for Topic 4 by Keep Calm and Keep Organized.

- Sánchez, M., Ruíz, A., Menargues, C., Miralles, Y., Palomo, B., Villalba, M. C., Navarro, M., Lorente, A. (2015). Questions for Topic 4 by Los Umpalumpas.

- Mateo, C., Martínez, E., Tortosa, F., López, C., Higgins, M., Martínez, S., Vicente, A. I., Mula, A. (2015). Questions for Topic 4 by Platypus.

- Cascales, R., Clemente, A., Crevillén, M., García, S., García, A., García, M. (2015). Questions for Topic 4 by Power Teachers.

- Giménez, A., Bas, A., Viudez, B., Cadenas, E., Galián, I., Angosto, I., Aniorte, S. (2015). Questions for Topic 4 by Seven Up!.

- Álvarez, I., Carpena, C., Egea, J., García, M., Góngora, A. C., Grau, L., Molina-Niñirola, M. C. (2015). Questions for Topic 4 by PowerPuff Teachers.

And these are the references used by the translator:

- Manager - Definition for English-Language Learners from Merriam-Webster's Learner's Dictionary. (n.d.). In Learner's Dictionary. Retrieved from http://goo.gl/y3Mct3

- Manager - Definition of manager by The Free Dictionary. (n.d.). In The Free Dictionary. Retrieved from http://goo.gl/w2v0us

- Strategy - Definition and More from the Free Merriam-Webster Dictionary. (n.d.). In Merriam-Webster. Retrieved from http://goo.gl/GkOnU9

- Strategy - definition of strategy in English from the Oxford dictionary. (n.d.). In Oxford Dictionaries. Retrieved from http://goo.gl/kds1pN

- Leader - Definition of leader by The Free Dictionary. (n.d.). In The Free Dictionary. Retrieved from http://goo.gl/LIwBgW

- Training - Definition for English-Language Learners from Merriam-Webster's Learner's Dictionary. (n.d.). In Learner's Dictionary. Retrieved from http://goo.gl/05BXOo

- Supporter - Definition for English-Language Learners from Merriam-Webster's Learner's Dictionary. (n.d.). In Learner's Dictionary. Retrieved from http://goo.gl/F2OKvD

Well, it's the turn of the analyst! Read below and enjoy with our task!

Hi bloggers! I'm María García and this week I have been the ANALYST of this activity! As you know, my work in this role is to explain you how we have worked (as a group and individually), the content that we have learned from this task and his importance to us.

 

As you have already known, we continue with the activity of Spanish Educational System. Each week, we have made different tasks with the same topic. This week, we had to organize the questions that all the groups are done for making sure that any question was repeated. Also, we reviewed all the questions, according to the survey that Linda gave us. Then, we mixed with other groups and we had to chose what questions were the best. Finally, we decided what strategy we will use for reviewing the questions to our stars.

 

The task of this week hasn't been busier than others that we have already done because we did the work of this activity in class with our partners.

 

We are working with the LOMCE, the present Spanish Educational law and I think that it is so important that we work with this because we have to know how is organized our Educational System. Maybe, you are thinking that the LOMCE has a lot of information but in the way that we are working with, it isn't difficult to know the main principles. Moreover, as future teachers it's important to know the law and how we can organize it for understanding it better.  

 

With this big activity we have worked with some tools and we have interacted with several groups from the class, that it was so good. We have worked with groups as PowerpuffTeachers, Bussy Bees or KeepCalm&KeepOrganized and I think that it was a great experience. We could see how they have worked during the past weeks and we have applied different points of view. That way to work have given us more motivation and several ideas to applying in our group. For all of us, this kind of group dynamics have taught some values as mixed all the ideas in a way what we agree, take other points of view, the importance of teamwork, etc. Because is not the same working with your own group (Powerteachers) that divide you and working with other group. It's different but in a good way. So, I think that it was the best part of this activity.

And you maybe think, there's any bad time in the task?

Well, I think that there aren't bad times because we have got on with the others groups and the task was not boring because we have worked in class and we have interacted with many people so it was very dynamic in my opinion. However, I think that it wasn't easy choosing ''the best'' questions because there are a lot of them and we only could chose 10. Besides, maybe you think that a question is great but other person doesn't think the same. So, is complex but as we have been ''a group and a half'' we have shared several points of view and we have decided ''the best'' by us. Nevertheless, if I have to say one ''bad part'' I will say that the ''boring'' part of this activity was reviewing if there were repeated questions. But we had to do because by this way we have eliminated the same questions.

 

In my opinion, we have to continue working like that because we usually have the task without problems between us and we always help each other when some of us doesn't understand something of the activity. I think that as we move in time, we are improving and now we get comfortable with the subject and with all the instruments that we are using. Although this activity may seem long, we are working a lot and the next week we will do a game that I have the feeling that it will be fun. And with this long career we are learning a lot about LOMCE and the most important thing: We are learning it step by step and I think that with the game we will remember this activity and the content.

 

One of the most important purposes that I think this activity has are knowing the law because this is not something that you study and you forget the following week. Although the law changes, now the LOMCE is the law and it is something that is in our lives right now. There are many news about the Educational System in the news and I think that when you are watching or reading something about that it is pleasant to know what are the news talking about. So, it is important to know how is our environment. Because we are going to be future teachers and what kind of teachers we will be if we are not interested about our Educational System?

Besides, this kind of activity is related with our academic life because it doesn't matter what subject you are studying, the law is applying to all the Educational System.

 

Finally, I want to say that Powerteachers have passed great times working with the other groups and that we are trying to do the best of us.

 

I hope you like our posts and that you visit our blog every week.

 

ADVERTISEMENT: Next week, we will do a game... And it will be so exciting!! So, keep attentive the next week! Our stars are working to do the best of them!!

The JOURNALIST is here to tell you everything of this week!

Hello everyone! I'm Rebeca Cascales Ribera and this week my job is being the JOURNALIST of Power Teachers!

This week, we continue working into the LOMCE topic, but specially into the questions that we made during our Easter holidays. When we finished the class of Monday, where our group with some components of Bussy Bees as Bernabé, Miriam, Yolanda and María,  checked and valued the different questions of topic 1, Linda explained us the next activity into the divided class. 

On Monday 13th, we divided by groups and some components of PowerPuffTeachers as Carmen, Lucía and Ana came with us to work together with topic 4. Our job to that class was copying every questions and if some of them were repeated, we must take the most complete and the better one. We also must check every mistake that we found.

We divided into three groups to copy some questions by separate and do it quickly, the groups were composed by Ana, Marina and Silvia; Lucía, Carmen and Marina; and Anthea, Alba and me, as you can see into the photos.

Then, when we compared every questions and we decided what of them were the good ones, the star of our group uploaded into her post and show to everybody the Topic 4's questions.

On  the other side, on Thursday 16th,  we were also divided by groups, but this time the divided group was the mine; Alba, Silvia and Anthea were with  Bussy Bees and, Maria and me (Rebeca) were with Keep Kalm and Keep Organized.

In my group, while I was looking for the whole questions of Topic 1 into the class' blogs, they divided the whole cards into three groups to be quickly. We take the best questions of every groups and we decided the good and complete questions to the next session activity. 

On Monday 20th, we had hadn't any homework those weekend, so we didn't know what we were going to do in that class. Linda came and asked the coach or the trainer of each group the methodology that we're going to use to study the topics. Then, she told us that we had time to study and we had the three hours to prepare our next weeks' stars.

In this role, another important task apart from telling the weeks' story, is recommending two blogs, one of our classmates and another of Education. So, my blogs of this week are the following:

To start with our classmates' blog, I'm going to recommend the PowerPuffTeachers one. I have been seeing every blog of the class and this was the one which strikes me because apart from the name that I really love, the design of the blog is very feminist and very beautiful.  I have to say that the organisation is very good too. On the right side, we can see a welcome to everybody who visit them, a photo of them, the visits with a map, the Twitter, every posts separated by months or by role and their names. As I have read, it's a very interesting role and they are working hard and do it as better as they can. I hope you keep like this and I have to congratulate you girls!

 

 URL: http://thepowerpuffteachers.blogspot.com.es/

On the other side, I'm going to speak about an Education blog called "Sentada en un pupitre de Primaria". I have been read it and it's a very interesting and complete blog. To explain better, it's a blog where you can find some resources of Primary Education. The design is very entertaining because is for children. The organisation is the normal one, in the right side you can find the Creative Common Liscence, the Practices 2.0, the email, some books' sales, the visits, Twitter, Facebook, Scholar calendar, everything that they have uploaded by months and by topic and finally, the ISBN of the blog. And in the upper part, there are some options as their information. Then, the lasts posts are very interesting too, for example resources to have better orthography, some tools for doing comics, some books' recommendation, etc. I hope you visit this blog because it can be useful for ourselves in a future and for everyone who want to use it.

URL: https://sentadaenunpupitredeprimaria.wordpress.com/
 

I hope you really enjoy with us and with our posts. See you soon bloggers!

Let's analyse a bit!

Hi bloggers! I'm Anthea and I have been the analyst during this task. As you already know, my current role consists on control how we work, not only in group, but also by ourselves.

This time, the task was about the same topic as the week before: the LOMCE, the Spanish Education Law,  which was divided into six parts in our task. But actually the work consisted on making four questions for each topic, so, in total, 24.

As future teachers (or at least we are supposed to be), we have to know what the current law ask us to teach and what children have to learn.

It has been good having more time to prepare this activity, because we had some very hard weeks and this time we have had more time to discuss among us and try to do it better than before. The best thing of this activity has been having the same topic than the week before and realise that we remember many things about the topic we worked in. In this way, it has been more dynamic sharing what we knew, because we did not have to look at the documents as frequently as the times we didn't know almost anything.

But not everything has been a piece of cake! When we though we would be able to finish an activity without any added difficulty, right at the end, we realised that the cards were badly printed, because the lines were not in the place they should have to be. So we basically wasted our money. In order not to spend our money once more, we decided not to printed again and we saw that the other alternative was the use of the correction fluid, although maybe it has not been the best choice, as we have realised.

As students and future teachers we don't stop learning and this week we have keep learning about this topic, but mainly how to make good questions about something. We have learnt to create not easy questions, but a bit more difficult ones. Furthermore, we have learnt to be more cooperative and to give opinions and advises to our colleagues. So this is something we should conserved as a group for the following weeks.

We have to know what the law says (as I have mentioned before), because it is where the contents which have to be taught are. So, in part it is good to be familiar with it; but, on the other hand, it is difficult for anyone because of the continuous changes of the law, each time that a new political party starts directing our country. It good be a really good point having an educational law as the Finnish one (for example), since Finland is one of the best countries that a person can study in.

Finally, I would like to point out that our education it is not a joke or a game, it is something necessary for getting a job, improving our life level or even just for feeling good about oneself.

Hello, here is the curator!!!!!

Hi, here are the references that we have used to do this task:

Viudez. B. (2015, March 24). ¡¡¡The alien star!!! Retrieved from http://7upgroup.blogspot.com.es/

Egea. J. (2015, March 25). Star post. Retrieved from http://thepowerpuffteachers.blogspot.com.es/

Cascales. R. (2015, March 23). Complete Conceptual Map of topic 4! Retrieved from http://powerteachers15.blogspot.com.es/search/label/Task%206

López. A. (2015, March 23). Task 6 (Spanish Educational System I). Work with my classmates. Retrieved from http://busybeestakeiteasy.blogspot.com.es/

Abellán. N. (2015, March 25). Basics of the educational system: Journalist. Retrieved from http://meerkatsoyer1415.blogspot.com.es/

Bastida. I. (2015, March 24). I'm the star! Retrieved from:

http://organizeyoureducation.blogspot.com.es/

Communication - definition of communication in English from the Oxford dictionary. (n.d.). In Oxford Dictionaries. Retrieved from http://goo.gl/NIDgRD

Communication - Definition and More from the Free Merriam-Webster Dictionary. (n.d.). In Merriam-Webster. Retrieved from http://goo.gl/v2AqFU

Agreement - Definition and More from the Free Merriam-Webster Dictionary. (n.d.). In Merriam-Webster. Retrieved from http://goo.gl/tiwPBW

Agreement definition, meaning - what is agreement in the British English Dictionary & Thesaurus. (n.d.). In Cambridge Dictionaries Online. Retrieved from http://goo.gl/4Z39xO

Support - definición en el diccionario inglés americano. (n.d.). In Cambridge Dictionaries Online. Retrieved from http://goo.gl/EZ75CH Support definition and synonym. (n.d.). In Macmillan Dictionary . Retrieved from http://goo.gl/hjbfbp

What is Evaluation. (n.d.). In Evaluation Toolbox. Retrieved from http://goo.gl/D8nUFY

Supervision definition, meaning - what is supervision in the British English Dictionary & Thesaurus . (n.d.). In Cambridge Dictionaries Online. Retrieved from http://goo.gl/S8NuPw

Supervision - Definition and More from the Free Merriam-Webster Dictionary. (n.d.). In Merriam-Webster. Retrieved from http://goo.gl/M74fWC

Finally, the STAR is here!

Hi everybody! Do you miss me? I am Silvia and this week (as when we started) I have been the star of our group.

I must say that this week my work has been relatively easy because I have been evaluating the questions about the Topic 1 with the rest of my group during the first two hours of class. We have done this activity under the supervision of some members of the Busy Bees’ group. In order to do this activity we have divided the questions of each group and we have selected the questions of one group individually and have read them. After we have expressed to the rest of our group our opinion about the questions that we have read and we have done a little summary about each one too. Finally, we have filled out the different surveys about the questions of each group together.

Secondly, in the third hour of class we have worked with a part of the Power Puff Teachers’ group in order to determinate what questions about the Topic 4 were duplicated and united them in one simple question. We have divided all the questions into three groups and in three groups of three we have analysed them. After all, when the groups have finished our part, we have compared the final questions that each group has obtained in order to create the final list of questions. I must say that this activity has been worse for me because there were some questions that were very similar but they did not say exactly the same, so we did not know if unite them or leave them behind. In spite of everything, finally we can establish these questions about the Topic 4:

• -   A family with two children live in an area with small population centres. To what type of provision would they belong? Explain it briefly.
• -    Angel is a child with some health problems, and because of this he is in the hospital every day and he can’t go to school with his peers. What solution can be given to Angel so he can’t keep up with his school mates’ academic level? Explain it. What is the organization of this type of education?
• -    Can a student of primary education that does not go to school receive home teaching programs in her or his house? Why or why not?
• -  Can Moroccan students that are four years old schools be in the target group of Spanish-Moroccan programs?
• -  Determine the measures of educational attention which are needed according to LOMCE to facilitate the schooling integration of a Moroccan pupil who doesn’t speak Spanish and recently he has accessed in a Spanish school tardly do to he recently arrival from his country, you must determine the specific programs developed and the objectives that LOMCE want to get.
• -  Do Gathered Rural Schools (CRA) and Rural Schools for Education and Innovation (CRIE) have exactly the same target group?
• -  Does the Gathered Rural Schools worked in cities such as Barcelona?
• -  How many types of rural schools are there?
• -  I live in Murcia and I can go to school by bus. Could I study from distance?
• -  If a child has been studying his pre-primary and primary educational courses in a Bilingual School in Spain, does he have the obligation of continuing his studies in Spain?
• -  If a primary education student cannot attend school do to personal circumstances; such as for being hospitalize for a long term or a prolonged stay at home by medical prescription; what time of program would be used with this pupil? Justify your answer.
• -  If your parents work in a circus and your family is constantly moving from one place to another, it is possible to get education at compulsory schooling age? Reason your response. (Repeated by 2 groups)
• -  Imagine that you live in a rural zone and you cannot go to school, which is the best solution and how it works?  (Repeated by 2 groups)
• -  In Primary Education, if a French student is living in Spain but (s)he is enrolled in the French Education System can him or her be within the flexible studies?
• -  Kinds of itinerancy and non-regular schooling?
• -  Laura is 12 years old and she is from a foreign country (Morocco). What is the best education programme for Laura? Why? (Repeated by 3 groups)
• -  Mohamed is an immigrant student who moved into a rural neighborhood called La Aparecida in which there is no school; also both his parents, are unemployed with a low income. What type of schooling would be the most appropriate for this child to be able to attend school? Describe in detail the basic resources the LOMCE would provide him.
• -  Name at least three reasons for a student to choose a distant education. (Repeated by 3 groups)
• -  Nowadays, bilingual schools (Spanish-English) are very common in public schools of Spain. Do they need other curriculum?
• -  Rural schools for educational innovation are destined to pre-primary and primary education. They are organized by pedagogical and curricular aspects with some action plans. What do they want to achieve with these kinds of schools?
• -  There are two kinds of distance education, the "distance education" and "flexible studies in primary education". Related to the second one, what is the purpose of this type? Who can adopt this type of education? Do the pupils of this kind of studies have the same curriculum as the official curriculum? (Repeated by 2 groups)
• -  What are the main characteristics of rural schools?
• -  What are the programmes that compose the bilingual teaching?
• -  What characteristics have bilingual teachers who take part in the Convenio MECD and British Council?
• -  What does the State provide for the Itinerancy and non-regular schools? (Repeated by 2 groups)
• -  What is the relation between Gathered Rural Schools (CRA) and Rural Schools for Education Innovation (CRIE)?
• -  Which are the main differences between CRA and CRIE focused on organization?
• -  Which kind if bilingual teaching does not teach pre-primary?
• -  Who is charged of formalizing the agreement with companies whose itinerancy is permanent during the school year?

       Finally, I must say that I have enjoyed working with members of other groups in this activity and comparing my opinion with the others. However, I have to say that in the second activity, when we have compared all the questions about the Topic 4, besides the problem about the similar questions that I have mentioned before, I have felt a little overwhelmed because, as there were a lot of questions and we were a lot of people, it has been a bit difficult order all the questions, although at the end we have tried to do it in the best way possible.