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jueves, 5 de mayo de 2016
La educación en Finlandia
LA EDUCACIÓN EN FINLANDIA.
Notas sobre el sistema educativo finés
(por Nuria Contreras Mora)
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lunes, 2 de mayo de 2016
Rovaniemi. August 21st 2015.
(by Diego José García González)
The course ending was coming. After some “Mazinger” we started to review all lessons we had learnt during the week. We talk about Bloom’s Taxonomy and, individually, each one had to design an activity to be used in his/her classroom. The main condition was that we had to use some verbs that were in the high levels of the referred taxonomy. I created a task related to web development and security. All of us explained our activity to the rest of the class. Some days later, Tuula sent us the activities by email.
In the last part of the course we had to play with animated toys. All of us got a toy and we had to study its movements. After the study we had to match the movements of our toy with two characteristics of learning, then, we had to expose our conclusions.
In the last part of the course we had to play with animated toys. All of us got a toy and we had to study its movements. After the study we had to match the movements of our toy with two characteristics of learning, then, we had to expose our conclusions.
After lunch, two special people came to bring us the awards, they were the King and the Queen of The United Kingdom.
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Rovaniemi. August 20th 2015.
(by Diego José García González)
After the classic warm-up we studied “Dadaism”. We worked over a text about “the beginning of Dadaism”. We had to read the text and define it using different graphic organizers that Peeter gave us.
After this activity we improved our knowledge about dadaism with a collage. As students we had to see a picture and we had to make “wh” questions about it.
In the afternoon, Peeter showed us a lot of graphic organizers that could be quite useful in our CLIL classes.
In the evening, we went to visit the Arcticum Museum of Rovaniemi. This Museum has collected a lot of information about the life in the Arctic, how Sami People live, their clothes, their tools to cook and to hunt, animal sounds, life representations, etc …
I enjoyed a lot seeing a video about Northern Lights that it was projected in a room in the center of the Museum. I was surprised when I saw some Sami “sunglasses” there were Wood glasses with a thin hole with the shape of a line in the middle. We could test them and compare with the current sunglasses, and, surprisingly, all of them did the same effect!
In the evening, we went to visit the Arcticum Museum of Rovaniemi. This Museum has collected a lot of information about the life in the Arctic, how Sami People live, their clothes, their tools to cook and to hunt, animal sounds, life representations, etc …
I enjoyed a lot seeing a video about Northern Lights that it was projected in a room in the center of the Museum. I was surprised when I saw some Sami “sunglasses” there were Wood glasses with a thin hole with the shape of a line in the middle. We could test them and compare with the current sunglasses, and, surprisingly, all of them did the same effect!
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Rovaniemi. August 19th 2015.
(by Diego José García González)
After the traditional warm-up “Mazinger” we had to make an exposition about the experiences we had last evening in our delimited area. Francesco and me created a framework based on graphical information and animated objects to describe the process we did. In the picture, we can see a map of the area we explored, a man with a stick to measure the pine and several lines from some parts of the map to real objects we got to illustrate what we could see in the country.
After lunch we had to do other task. In groups of three people, we had to compare our hands and, using a Venn diagram, we had to put in each circle the commonalities and differences between them. This exercise was quite useful because I realized that I was doing some things in a wrong way and the worst problem was I thought I was doing well. After that I have changed a lot of things in my daily lessons. In addition, this exercise forces the learner to know some English vocabulary and to apply it.
In the evening, we did other outdoor activity. In this case we had to build a shelter with natural materials. We only had some newspapers, a wool string, scissors, and several matches. We had to invent the rest.
Paco had a great idea and all people in the group (Cinzia, Amparo and me) followed his instructions. Using dead trees and a lot of sticks (tied with strings of wool), we created the structure on the shelter.
Paco had a great idea and all people in the group (Cinzia, Amparo and me) followed his instructions. Using dead trees and a lot of sticks (tied with strings of wool), we created the structure on the shelter.
We had to test the shelter, then, I decided to do it.
We covered the larger holes with pine branches and the smaller with moss. I could not believe it, but now, I can say that the more moss it was, the warmer I felt. Thanks to the work of the whole group we could finish the shelter as you can see in the left part of the next picture.
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Rovaniemi. August 18th 2015.
(by Diego José García González)
The second day started with a warm-up. Peeter told us
that we will do indoor activities in the morning and outdoor activities in the
afternoon.
The
indoor activities were centred in putting in order different actions that the
education has. The actions had to be sorted from the most powerful to the less
according to different researches. I was doing it with Matteo and Francesco and
we realized that it was not an easy task. That task changed our thoughts about
how powerful some activities were.
After lunch we did an outdoor activity. Peeter showed
us some objects and told us their names to recognize them in the forest. He
explained how to measure a large tree to be applied in other task that
consisted in selecting an area, indentifying different plants in that area and
measuring a pine.
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Rovaniemi. August 17th 2015
(by Diego José García González)
We started the
Course “Outdoor CLIL” introducing us. We met people from Valencia, Cerdeña and
Calabria.
Peeter, the teacher, told us that we had to paste a lot
of papers on the walls, then we had to paste spots on the sentences we thought
are powerful or not. After that we had to discuss why we took those decisions.
After lunch we went to Santa’s Village, the place
where Santa Claus lives. It is a small place inside the forest but near the
main road. The main house, where Santa lives, is rounded by a lot of gift
shops. In fact, the Official shop is inside the Santa’s home, somebody said
that it is not a secret that Santa has a good sense of business.
When we entered in the village, the first thing we
could see was the Santa’s Post Office. In this building, they receive the
letters from a lot of children in the World.
Then,
we saw the directions of a lot of cities where Santa goes on Christmas.
Near the direction tree we crossed the Arctic Circle.
Some minutes later we went to Santa’s home and we
could know Santa Claus.
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Scaffolding in finland. August 2015
Scaffolding Thinking Skills
in CLIL / Outdoor CLIL
in CLIL / Outdoor CLIL
17 - 21 August 2015
Location: Rovaniemi, Finland
Location: Rovaniemi, Finland
Facilitators:
- Peeter Mehisto, UK.
- Tuula Asikainen, Finland.
(by Francisco Panadero Bautista).
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miércoles, 27 de abril de 2016
Scaffolding thinking Skills in CLIL y Outdoor CLIL
Rovaniemi (Finland) 15-20 Febrero 2016.
Monday 15-Feb.
El curso SCAFFOLDING THINKING SKILLS IN CLIL (Content Language Integrated Learning) empieza con mucho trabajo activo por parte nuestra. Los profesores son Peheter Mehisto y Tuula Asiktuu y son unos auténticos profesionales especializados en el campo de la pedagogía lingüística y un referente educativo a nivel europeo. En total somos 18 profesores de diferentes países (Italia, Alemania, Finlandia y España) realizando este curso. Las clases son intensas pero muy provechosas. Hemos reflexionado acerca de los diferentes tipos de pensamiento, profundizando en el pensamiento crítico, hemos aprendido y trabajado como en una “flipped clasroom”, hemos analizado y debatido cómo llevamos a cabo nuestra medología CLIL aplicada al aula y hemos repasado los contenidos básicos del CLIL (Clil essentials).
El curso se lleva a cabo en un complejo (hotel + instalaciones deportivas) en las afueras de la ciudad, en medio del bosque. A finalizar las clases, un grupo de compañeros hemos bajado andando hasta el centro y hemos cenado juntos, compartiendo buenos momentos y buenos debates sobre sobre las peculiaridades de los diferentes sistemas educativos y sobre las costumbres de algunos países.
First activity-Which are de most powerful?
(0,75) feedback to learners
(0,27) teaching test taking
(0,22) increasing individualised instruction
(0,21) reducing class size
Hattie (2009,2012)
Studies said that when you have a smaller class you speak more and the students less.
The most important influence on learning is:
(0,75) feedback to learners
(0,27) teaching test taking
(0,22) increasing individualised instruction
(0,21) reducing class size
Hattie (2009,2012)
Studies said that when you have a smaller class you speak more and the students less.
The most important influence on learning is:
- Self-reported grades or High expectations for each learner or High expectations for each learner. (Autonotificación de notas por el estudiante). Students state the grade they think they deserve and justify their response. (1.44, which is astronomical)
.
- “teacher knowledge of their subject” is one of the less important thing (0.09). That’s because pedagogical aspects are the most important. The greater the distance of your knowledge with your students, the less they learn because they can follow you.
- The tip from Peeter is try one or two of the strategies and other influences on learning.
.
- “teacher knowledge of their subject” is one of the less important thing (0.09). That’s because pedagogical aspects are the most important. The greater the distance of your knowledge with your students, the less they learn because they can follow you.
- The tip from Peeter is try one or two of the strategies and other influences on learning.
Finally we learn about how to stablish a good criteria to evaluate our pupils. The key, is let our students to know the criteria. Also is really important that the criteria should be really concrete.
Wednesday, 17th of february 2016
As usual that week, the day started with a collectice warm up and a short refresh of the things we learned the day before. We talked about words and phrases, we have learned and repeated the definition of scaffolding. A quote of Albert Einstein stimulated our thoughts: “If you can´t explain it simply, you don´t understand it well enough.” A little bit later we thought individually about teaching ideas, talked about establishing criterias, creating planning opportunities, group work, peer assessment etc. Then we got some money to share for the taxis to Santa Village. We had to built two groups to go there. Some of us spent some time in the souvenier shop to buy and write some postcards. We also went to visit Santa and get a photo of us and him. It was a very nice experience. Sadly the spanish group (included Iris and Marlene) dind´t see that together because we got splitted while coming by taxi to the village. After comming back to the hotel we had lunch. At the second part of the course that day we talked about our feelings when we went to Santas village and went shoping for teaching ideas in the supermarket of ideas. Our goals were to find new ideas, to decide and adopt some of them and to explain how we would use these ideas in our lessons. We finished the day with a very nice being together at the city center and a tasty evening meal.
As usual that week, the day started with a collectice warm up and a short refresh of the things we learned the day before. We talked about words and phrases, we have learned and repeated the definition of scaffolding. A quote of Albert Einstein stimulated our thoughts: “If you can´t explain it simply, you don´t understand it well enough.” A little bit later we thought individually about teaching ideas, talked about establishing criterias, creating planning opportunities, group work, peer assessment etc. Then we got some money to share for the taxis to Santa Village. We had to built two groups to go there. Some of us spent some time in the souvenier shop to buy and write some postcards. We also went to visit Santa and get a photo of us and him. It was a very nice experience. Sadly the spanish group (included Iris and Marlene) dind´t see that together because we got splitted while coming by taxi to the village. After comming back to the hotel we had lunch. At the second part of the course that day we talked about our feelings when we went to Santas village and went shoping for teaching ideas in the supermarket of ideas. Our goals were to find new ideas, to decide and adopt some of them and to explain how we would use these ideas in our lessons. We finished the day with a very nice being together at the city center and a tasty evening meal.
Thursday 18- Feb
Hoy hemos empezado la sesión de clase liderados por nuestra compañera Sonia, que ha propuesto un juego de coordinación y ritmo (bastante difícil para alguno como yo, a pesar de que sus niños de primaria son capaces de realizarlo). Ha sido divertido.
Más tarde hemos repasado nuestras propuestas personales sobre la creación de actividades en CILL. Y después hemos realizado una interesante actividad relacionada con las supervivencia y la toma de decisiones en la que hemos descubierto la importancia del grupo en dicha toma de decisiones.
Hoy hemos empezado la sesión de clase liderados por nuestra compañera Sonia, que ha propuesto un juego de coordinación y ritmo (bastante difícil para alguno como yo, a pesar de que sus niños de primaria son capaces de realizarlo). Ha sido divertido.
Más tarde hemos repasado nuestras propuestas personales sobre la creación de actividades en CILL. Y después hemos realizado una interesante actividad relacionada con las supervivencia y la toma de decisiones en la que hemos descubierto la importancia del grupo en dicha toma de decisiones.
El día ha terminado con la visita al museo local “Arktikum” en el que hemos aprendido sobre el entorno local, su historia, fauna y flora. Así mismo hemos podido ver un pequeño corto con una interpretación de las auroras boreales desde el punto de vista de los habitantes de tiempos anteriores en estas tierra.
Tras el intenso día, el “Spanish Team (y Marlene, que ya es una de las nuestras) nos hemos relajado intercambiando ideas sobre los contenidos del día (teoría de Vygotsky, el andamiaje, metodologías CLIL, etc, durante la cena.
Al final de la noche dimos un paseo a lo largo de los maravillosos bosques que aquí tenemos de camino de nuevo al hotel.
Tras el intenso día, el “Spanish Team (y Marlene, que ya es una de las nuestras) nos hemos relajado intercambiando ideas sobre los contenidos del día (teoría de Vygotsky, el andamiaje, metodologías CLIL, etc, durante la cena.
Al final de la noche dimos un paseo a lo largo de los maravillosos bosques que aquí tenemos de camino de nuevo al hotel.
Viernes 19-Feb
Hoy acaba el curso para la mayoría de sus participantes. El tiempo se ha pasado muy rápido. La clase comienza, como de costumbre, con un calentamiento. A partir de ahí, Peeter resume los conceptos que hemos aprendido durante la semana.
El resumen es una presentación donde podemos ver diferentes puntos de vista que dependen de como enseñamos, especialmente cuando tenemos que enseñar otro idioma junto con contenidos.
Peeter muestra algunas imágenes para describir diferentes calles abarrotadas de gente en Candem, Londres y la India. Nosotros tenemos que compararlas. Nos damos cuenta que si los alumnos tienen que comparar diferentes imágenes que les resulten interesantes, tendrán que utilizar vocabulario referido a ropas, coches, el barrio, colores, edificios, …, todo ello al mismo tiempo.
Otra actividad es clasificar tareas ordenadas por importancia y significado del enunciado.
Después de la comida comparamos diferentes tipos de lenguaje (social versus académico), Peeter nos invita a buscar en Google algunos errores comunes en la lógica y que tenemos que tener cuidado cuando los usamos.
Para finalizar el curso, Peeter nos recuerda cuan potente es la evaluación de nuestro trabajo diario y que no debemos sobrecargar de conceptos la memoria.
Ha llegado el momento de las despedidas. Tenemos que decir adiós a nuevos amigos de Italia, Finlandia, Estonia y, especialmente de Alemania y España.
Hoy acaba el curso para la mayoría de sus participantes. El tiempo se ha pasado muy rápido. La clase comienza, como de costumbre, con un calentamiento. A partir de ahí, Peeter resume los conceptos que hemos aprendido durante la semana.
El resumen es una presentación donde podemos ver diferentes puntos de vista que dependen de como enseñamos, especialmente cuando tenemos que enseñar otro idioma junto con contenidos.
Peeter muestra algunas imágenes para describir diferentes calles abarrotadas de gente en Candem, Londres y la India. Nosotros tenemos que compararlas. Nos damos cuenta que si los alumnos tienen que comparar diferentes imágenes que les resulten interesantes, tendrán que utilizar vocabulario referido a ropas, coches, el barrio, colores, edificios, …, todo ello al mismo tiempo.
Otra actividad es clasificar tareas ordenadas por importancia y significado del enunciado.
Después de la comida comparamos diferentes tipos de lenguaje (social versus académico), Peeter nos invita a buscar en Google algunos errores comunes en la lógica y que tenemos que tener cuidado cuando los usamos.
Para finalizar el curso, Peeter nos recuerda cuan potente es la evaluación de nuestro trabajo diario y que no debemos sobrecargar de conceptos la memoria.
Ha llegado el momento de las despedidas. Tenemos que decir adiós a nuevos amigos de Italia, Finlandia, Estonia y, especialmente de Alemania y España.
¡El equipo hispano-germano ha finalizado con éxito su curso!
Unidad didáctica Frisbee
- BLOQUE TEMÁTICO: JUEGOS Y DEPORTES
- OBJETIVO GENERAL: Conocer y participar en actividades deportivas alternativas, aplicando fundamentos básicos técnicos en el manejo de los implementos, en la organización del juego y el respeto por las reglas de juego
- OBJETIVOS ESPECÍFICOS: Utilizar una técnica adecuada según diferentes situaciones de juego en el manejo de los implementos y elementos de juego. Interpretar las situaciones tácticas de juego, adaptándose a cada situación de práctica. Respetar las normas expuestas.
jueves, 21 de abril de 2016
viernes, 15 de abril de 2016
Diferencias entre sistemas educativos
En el enlace que hay a continuación podéis descargar un resumen en el que se destacan las principales diferencias detectadas por sus autores entre los sistemas educativos español e inglés:
Bienvenida al Blog "CLIL en el I.E.S. Pedro Mercedes de Cuenca"
Bienvenido/a al Blog CLIL del I.E.S. "Pedro Mercedes", donde podrás encontrar información sobre la experiencia bilingüe en este centro educativo.
Inauguramos el blog con las fotografías del "Curso para educadores europeos" celebrado en Exeter, Gran Bretaña, entre el 5 y el 17 de abril de 2015 y al que asistió el profesor de Educación Física, Andrés Valencia.
Podéis visualizarlas en el archivo que se descargará haciendo clic en el siguiente enlace:
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