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.

I'm back to solve your doubts!

Hi bloggers! How has Easter been? It's been a while since we last updated our blog, so let's get to it! 

I'm Alba García and my role for this activity has been the translator. I have to admit that this week it is a bit challenging as we have been working on the previous task, which means that the main keywords for these activities have already been defined by the previous translator. Because of that, I have decided to offer you the definition of some key points which have helped us to work properly as a group not only for this activity, but also since the course began. I have also included "evaluation" because for this task we had to evaluate the other groups' questions, and "supervision" as while we where evaluating the questions we were supervised by another group so they made sure that we evaluated the others fairly.

* Communication: it is the act which takes place when two or more people exchange information, ideas, thoughts... An effective communication is essential in a group of people who are working together.

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: it is the act which takes place when two or more people share the same opinion about something or, in the case that they don't think the same, one approves what the other thinks. Getting to an agreement is of great importance for a team so its members can fulfil their duties properly and in the best way as possible.

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: to encourage someone and approve his or her ideas to help them be successful (I'd like to point out that we should always be critical). Also, to help someone when they are having a bad time either because of personal, academic or professional situations. Support between a team's members is crucial.

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 

 

* Evaluation: it is the proccess though which we value and assess whether something is good or bad, and how it can improve. 

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

 

* Supervision: the act of watching how someone does something in order to ensure that it is properly done.

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

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