COMPLEXITY NEWSPAPER
Organization
During this week we had to work in order to create a newspaper with all the news we had collected from the previous week about
Complexity Theory within school.
Complexity Theory within school.
PRODUCT
ROLES
FACILITATOR:Josefa Vélez López, Euardo Gálvez López.
JOURNALIST: Francisco Ángel Guillamón Martínez, Josefa Vélez García.
TRANSLATOR: Pablo García Martínez, Jose antonio Gómez Cortés.
CURATOR: Anthony Carlson Rico, Jose Antonio Gómez Cortés.
STAR: Eduardo Espinosa Celdrán, Anthony Carlson Rico.
ASSISTANT 2: Pablo García Fernández, Cristina Rodríguez Martínez
ANALYST: Cristina Rodríguez Martinez , Francisco Ángel Guillamón Martínez
ASSISTANT: Eduardo Gálvez López, Eduardo Espinosa Celdrán
JOURNALIST: Francisco Ángel Guillamón Martínez, Josefa Vélez García.
TRANSLATOR: Pablo García Martínez, Jose antonio Gómez Cortés.
CURATOR: Anthony Carlson Rico, Jose Antonio Gómez Cortés.
STAR: Eduardo Espinosa Celdrán, Anthony Carlson Rico.
ASSISTANT 2: Pablo García Fernández, Cristina Rodríguez Martínez
ANALYST: Cristina Rodríguez Martinez , Francisco Ángel Guillamón Martínez
ASSISTANT: Eduardo Gálvez López, Eduardo Espinosa Celdrán
ANALYST SUMMARY
Thanks to this task, we were in contact with current news about education in Spain and Europe and we could realize the importance of the matter is (teaching in the digital age, teaching to learn above all). For example, the news about that computers which don’t improve pupil results, is because teachers and schools don’t use in the right way these technology, because they just try to teach in the same way they did all their lives and they use computers as a support for traditional learning processes (Computers 'do not improve' pupil results, says OECD).
Finland surprised us too with the news about the next step in their educational system, they want to change “subjects” for “topics” (Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system). They have the best educational system of Europe and probably the whole world but this change will be the biggest one. If it works well, maybe in several years we will be copying them, if it is not, they will lose the top position. In my opinion, it’s a huge challenge but like the sentence says: “ If you want to win, you will have to be risky”. With this new method they will break the boundaries between knowledge areas and I think this is something good, because in the real life, everything is connected. It’s not maths or science, geography or history. It’s about facts, experience, points of view, common knowledge and so on.
The future of education is a mystery, and we need to be ready to adapt and learn to teach not in contents, because they will be accessible for anyone from anywhere, we will have to know how to teach to be creative, collaborative and to be able to use in the best way all the tools we have and it will be coming (http://blogs.worldbank.org/edutech/10-global-trends-in-ict-and-education).
In order to be productive we have had to find the best way of working and as I see it we have managed the time we had very well and from my point of view we have taken into account the following methodologies.
The Complexity Theory, a complex system or organization consists of a number of levels, with each level having a recognizable open boundary (Waldrop, 1992). At each level there are connections between the parts where knowledge emerges through interaction.
This is the experience that we have lived this week because we have worked all the class together and we have seen that the Complexity Theory is real. It is very difficult to organize many people to reach a common objective because it is necessary to divide the work in smaller groups to develop different sections, but at the same time everyone can give advices to others, give opinions... in order to improve the work or even create new contents. We can find editors, actors, writers, decorators and so on. Each one of these groups is specialized in his section but they can look over other’s work and try to improve it giving new perspectives.
The Cooperative Learning, it comes form the Constructivism that supports the idea that students actively construct their knowledge from their personal experiences with others and the environment. The Cooperative Learning is a method in which small groups work together to make sense of new information or solve a new problem.
The way we are working the task this week consist in a cooperative learning, I mean, the whole group is divided is smaller groups to solve specific problems, if we need to create a script we need a group of writers, but someone has to interpret the scrip, then we need the group of actors. We will also need someone for recording, for editing, for organizing… That’s what I mean we have many problems to solve so we create different groups and these groups must be in contact because in the end we have to reach a common objective.
Also the Connectivism, to carry out this project we have been looking for new tools that can be helpful, as we cannot find all the available tools in the web we took advantage of the knowledge of our classmates, I mean their previous knowledge, because someone maybe knows a tool to edit the video, another one a tool to create animations, to organize the script... If everyone shares his knowledge, we are more efficient and we learn from others.
I liked this quote from Karen Stephenson:
"The experience has been considered the best teacher of knowledge. Since we can not experience all the experiences of others, and therefore other people, become surrogates of knowledge. "
Finally the Bloom’s Taxonomy, it organizes the learning process in different levels, which are the following: remembering, understanding, applying, analyzing, evaluating and creating. I am going to focus on analyzing, evaluating and creating because I consider these the most important ones.
Analyzing consist in drawing connections among ideas, in order to do that it is necessary organization, to contrast information and making questions. To develop our task we had to follow this steps, we needed to organize people for working, see the information that we had and contrast that information to verify if it was useful and make questions by ourselves to know what was our objective what were the points that we wanted to take into account and how we wanted to develop them.
Evaluating consist in justifying decisions, it is necessary to argue and give reasons why a decision have been take, but also it is good to make critics, because it allows us to see possible mistakes. The same happened while we were working in our project, if we justify our decision and allow people to be critic we will improve our work.
References:
Adler, P., Kless, S., & Adler, P. (1992). Socialization to Gender Roles: Popularity among Elementary School Boys and Girls. Sociology Of Education, 65(3), 169. http://dx.doi.org/10.2307/2112807
Anderson, L., Krathwohl, D., & Bloom, B. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
(Anonymus) (2011) ‘El diario (programa de televisión)’, in Wikipedia. Available at:https://es.wikipedia.org/wiki/El_diario_(programa_de_televisi%C3%B3n)
(Anonymus) (2016) ‘Talk show’, in Wikipedia. Available at: https://en.wikipedia.org/wiki/Talk_show
Castañeda, L. y Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.
Fried, R. (1995). The passionate teacher (p. 47). Boston: Beacon Press.
Starkey, L. (2012). Connections and Relationships. Teaching and learning in the digital age. New York, NY: Routledge.
Stage management (2016) in Wikipedia. Available at: https://en.wikipedia.org/wiki/Stage_management
(Unknown author) (2016b) The Pygmalion Effect. Available at: http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/pygmalion
(Unknown author)Bullying definition (2012b) Available at: http://www.stopbullying.gov/what-is-bullying/definition/ (Accessed: April 2016).
WebMD Medical ReferenceReviewed by Smitha Bhandari, MD on March 04, 2015 © 2015 WebMD, LLC. All rights reserved. http://www.webmd.com/add-adhd/childhood-adhd/understanding-adhd-basics
Starkey, L. (2012). Teaching and learning in the digital age. London: Routledge. Chapter 1.
Conectivismo: Una teoría de la enseñanza para la era digital G. Siemens
http://misproyectosdetecnologia.blogspot.com.es/
Garner, R. (2015). Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system. Independent. Retrieved from http://www.independent.co.uk/news/world/europe/finland-schools-subjects-are-out-and-topics-are-in-as-country-reforms-its-education-system-10123911.html
Coughlan, S. (2015). Computers ‘do not improve’ pupils results, says OECD. BBC. Retrieved from http://www.bbc.com/news/business-34174796
Saha, L. J. (2011). Sociology of education."21 Century Education: A Reference Handbook.SAGE. Australian National University.
Finland surprised us too with the news about the next step in their educational system, they want to change “subjects” for “topics” (Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system). They have the best educational system of Europe and probably the whole world but this change will be the biggest one. If it works well, maybe in several years we will be copying them, if it is not, they will lose the top position. In my opinion, it’s a huge challenge but like the sentence says: “ If you want to win, you will have to be risky”. With this new method they will break the boundaries between knowledge areas and I think this is something good, because in the real life, everything is connected. It’s not maths or science, geography or history. It’s about facts, experience, points of view, common knowledge and so on.
The future of education is a mystery, and we need to be ready to adapt and learn to teach not in contents, because they will be accessible for anyone from anywhere, we will have to know how to teach to be creative, collaborative and to be able to use in the best way all the tools we have and it will be coming (http://blogs.worldbank.org/edutech/10-global-trends-in-ict-and-education).
In order to be productive we have had to find the best way of working and as I see it we have managed the time we had very well and from my point of view we have taken into account the following methodologies.
The Complexity Theory, a complex system or organization consists of a number of levels, with each level having a recognizable open boundary (Waldrop, 1992). At each level there are connections between the parts where knowledge emerges through interaction.
This is the experience that we have lived this week because we have worked all the class together and we have seen that the Complexity Theory is real. It is very difficult to organize many people to reach a common objective because it is necessary to divide the work in smaller groups to develop different sections, but at the same time everyone can give advices to others, give opinions... in order to improve the work or even create new contents. We can find editors, actors, writers, decorators and so on. Each one of these groups is specialized in his section but they can look over other’s work and try to improve it giving new perspectives.
The Cooperative Learning, it comes form the Constructivism that supports the idea that students actively construct their knowledge from their personal experiences with others and the environment. The Cooperative Learning is a method in which small groups work together to make sense of new information or solve a new problem.
The way we are working the task this week consist in a cooperative learning, I mean, the whole group is divided is smaller groups to solve specific problems, if we need to create a script we need a group of writers, but someone has to interpret the scrip, then we need the group of actors. We will also need someone for recording, for editing, for organizing… That’s what I mean we have many problems to solve so we create different groups and these groups must be in contact because in the end we have to reach a common objective.
Also the Connectivism, to carry out this project we have been looking for new tools that can be helpful, as we cannot find all the available tools in the web we took advantage of the knowledge of our classmates, I mean their previous knowledge, because someone maybe knows a tool to edit the video, another one a tool to create animations, to organize the script... If everyone shares his knowledge, we are more efficient and we learn from others.
I liked this quote from Karen Stephenson:
"The experience has been considered the best teacher of knowledge. Since we can not experience all the experiences of others, and therefore other people, become surrogates of knowledge. "
Finally the Bloom’s Taxonomy, it organizes the learning process in different levels, which are the following: remembering, understanding, applying, analyzing, evaluating and creating. I am going to focus on analyzing, evaluating and creating because I consider these the most important ones.
Analyzing consist in drawing connections among ideas, in order to do that it is necessary organization, to contrast information and making questions. To develop our task we had to follow this steps, we needed to organize people for working, see the information that we had and contrast that information to verify if it was useful and make questions by ourselves to know what was our objective what were the points that we wanted to take into account and how we wanted to develop them.
Evaluating consist in justifying decisions, it is necessary to argue and give reasons why a decision have been take, but also it is good to make critics, because it allows us to see possible mistakes. The same happened while we were working in our project, if we justify our decision and allow people to be critic we will improve our work.
References:
Adler, P., Kless, S., & Adler, P. (1992). Socialization to Gender Roles: Popularity among Elementary School Boys and Girls. Sociology Of Education, 65(3), 169. http://dx.doi.org/10.2307/2112807
Anderson, L., Krathwohl, D., & Bloom, B. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
(Anonymus) (2011) ‘El diario (programa de televisión)’, in Wikipedia. Available at:https://es.wikipedia.org/wiki/El_diario_(programa_de_televisi%C3%B3n)
(Anonymus) (2016) ‘Talk show’, in Wikipedia. Available at: https://en.wikipedia.org/wiki/Talk_show
Castañeda, L. y Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.
Fried, R. (1995). The passionate teacher (p. 47). Boston: Beacon Press.
Starkey, L. (2012). Connections and Relationships. Teaching and learning in the digital age. New York, NY: Routledge.
Stage management (2016) in Wikipedia. Available at: https://en.wikipedia.org/wiki/Stage_management
(Unknown author) (2016b) The Pygmalion Effect. Available at: http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/pygmalion
(Unknown author)Bullying definition (2012b) Available at: http://www.stopbullying.gov/what-is-bullying/definition/ (Accessed: April 2016).
WebMD Medical ReferenceReviewed by Smitha Bhandari, MD on March 04, 2015 © 2015 WebMD, LLC. All rights reserved. http://www.webmd.com/add-adhd/childhood-adhd/understanding-adhd-basics
Starkey, L. (2012). Teaching and learning in the digital age. London: Routledge. Chapter 1.
Conectivismo: Una teoría de la enseñanza para la era digital G. Siemens
http://misproyectosdetecnologia.blogspot.com.es/
Garner, R. (2015). Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system. Independent. Retrieved from http://www.independent.co.uk/news/world/europe/finland-schools-subjects-are-out-and-topics-are-in-as-country-reforms-its-education-system-10123911.html
Coughlan, S. (2015). Computers ‘do not improve’ pupils results, says OECD. BBC. Retrieved from http://www.bbc.com/news/business-34174796
Saha, L. J. (2011). Sociology of education."21 Century Education: A Reference Handbook.SAGE. Australian National University.
PRINCIPAL TERMS
Theater Director: This is the person in the stage that have to supervise the actors in everything they are doing. He or she has to direct the actions of the show and they have to be involved in every part of the production to make sure everything is done in the right way.
Teleprompter: A machine that has prepared text used by someone who is speaking to a live audience , for example a TV caster, to helps them to say everything so they don't make mistakes.
Editor-in-chief: Is the editor in charge that have the final decision on how the publication is going to be. They also have to manage the everyday edition to make sure everyone is working correctly.
Chroma key: Is a technique used to make special effects. In the recording a green layer is put behind you need to make an special effect. You can add landscapes, background effects etc.
Video editing: Is the process where after you finished all the recording you put all this footage together so the final video looks good and in order. In the edition you can also include all the effects you want.
Talk show or chat show is a television programme in which one person (or group of people) discusses various topics put forth by a talk show host. Usually, guests consist of a group of people who are learned or who have great experience in relation to whatever issue is being discussed on the show for that episode. In the case of Patricia’s Diary, every day the program invited several anonymous people who shared their testimony about a concrete topic set out previously by the program. This topic used to be related to family conflicts or sentimental problems.
Stage management is the person in charge of organizing and coordinating a theatrical production. It encompasses a variety of activities, including organizing the production and coordinating communications between people, such as the director, actors, producers and so on.
Bullying is the aggressive behavior from some aged school children to others that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both, (who are bullied and who bully others) may have serious and lasting problems. Kids who bully use their power (such as physical strength, access to embarrassing information, or popularity) to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. Bullying behaviors happen more than once or have the potential to do it. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the internet.
ADHD is a chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsivity. ADHD begins in childhood and often lasts into adulthood. As many as 2 out of every 3 children with ADHD continue to have symptoms as adults. They often have trouble at school and can have difficulty making and keeping friends.ADHD is more common in boys, whose impulsivity and hyperactivity may appear as disruptive behavior. In the case of the girls is more difficult to diagnose because they aren't often disruptive in the classroom. ADHD tends to run in families. There is a 25%-35% chance that another family member will also have the condition, compared to 4%-6% of the general public.
Pygmalion Effect: Rosenthal and Jacobsen showed that teacher expectations influence student performance. Positive expectations will influence performance positively, and negative expectations will influence performance negatively. The name comes from Pygmalion in Ovid’s Metamorphoses, who was a sculptor who fell in love with an ivory statue of his own making. Pygmalion begs the gods to give him a wife in the likeness of the statue. The gods grant the request, and the statue comes to life. The original research of Rosenthal and Jacobsen was focused on elementary school, after students took intelligence pre-tests, they informed to the teachers about the names of twenty percent of the students in the school who were showing “unusual potential for intellectual growth” and would bloom academically within the year. Unknown to the teachers, these students were selected randomly with no relation to the initial test. When Rosenthal and Jacobson tested the students eight months later, they discovered that the randomly selected students who teachers thought would bloom scored significantly higher.
Teleprompter: A machine that has prepared text used by someone who is speaking to a live audience , for example a TV caster, to helps them to say everything so they don't make mistakes.
Editor-in-chief: Is the editor in charge that have the final decision on how the publication is going to be. They also have to manage the everyday edition to make sure everyone is working correctly.
Chroma key: Is a technique used to make special effects. In the recording a green layer is put behind you need to make an special effect. You can add landscapes, background effects etc.
Video editing: Is the process where after you finished all the recording you put all this footage together so the final video looks good and in order. In the edition you can also include all the effects you want.
Talk show or chat show is a television programme in which one person (or group of people) discusses various topics put forth by a talk show host. Usually, guests consist of a group of people who are learned or who have great experience in relation to whatever issue is being discussed on the show for that episode. In the case of Patricia’s Diary, every day the program invited several anonymous people who shared their testimony about a concrete topic set out previously by the program. This topic used to be related to family conflicts or sentimental problems.
Stage management is the person in charge of organizing and coordinating a theatrical production. It encompasses a variety of activities, including organizing the production and coordinating communications between people, such as the director, actors, producers and so on.
Bullying is the aggressive behavior from some aged school children to others that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both, (who are bullied and who bully others) may have serious and lasting problems. Kids who bully use their power (such as physical strength, access to embarrassing information, or popularity) to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. Bullying behaviors happen more than once or have the potential to do it. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the internet.
ADHD is a chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsivity. ADHD begins in childhood and often lasts into adulthood. As many as 2 out of every 3 children with ADHD continue to have symptoms as adults. They often have trouble at school and can have difficulty making and keeping friends.ADHD is more common in boys, whose impulsivity and hyperactivity may appear as disruptive behavior. In the case of the girls is more difficult to diagnose because they aren't often disruptive in the classroom. ADHD tends to run in families. There is a 25%-35% chance that another family member will also have the condition, compared to 4%-6% of the general public.
Pygmalion Effect: Rosenthal and Jacobsen showed that teacher expectations influence student performance. Positive expectations will influence performance positively, and negative expectations will influence performance negatively. The name comes from Pygmalion in Ovid’s Metamorphoses, who was a sculptor who fell in love with an ivory statue of his own making. Pygmalion begs the gods to give him a wife in the likeness of the statue. The gods grant the request, and the statue comes to life. The original research of Rosenthal and Jacobsen was focused on elementary school, after students took intelligence pre-tests, they informed to the teachers about the names of twenty percent of the students in the school who were showing “unusual potential for intellectual growth” and would bloom academically within the year. Unknown to the teachers, these students were selected randomly with no relation to the initial test. When Rosenthal and Jacobson tested the students eight months later, they discovered that the randomly selected students who teachers thought would bloom scored significantly higher.
SELF EVALUATION
ENTIRE GROUP: 9. We worked well. Everyone did his/her job and we read and divided the duties equally. We liked the outcome of the artifact of this week.
Josefa Vélez García: 10. I did a lot of things in this task, I tried that everything was properly done before the deadlines. I played the role of Journalist and I did a great and creative post, like it was a newspaper. We got good feedback for my post and the artifact, in which we worked hard on to present it in the best possible way.
Jose Antonio Gómez Cortés: 10. For this activity we had two weeks of two similar activities in which I was really involved. Not only did I work hard with my role with FH, but also I was performing as an actor, as a director and as a video-editor of the two artifacts we presented. The experience was fantastic and I learnt by far more than anything, of course, working really hard for it.
Eduardo Gálvez López: 9. In this task I had the role of “facilitator”. The whole class had to record, edit and finally create a video of news explaining the complexity of schools. I had to be an actor and played a journalist. I did a great work. It was a fun experience!
Fco. Ángel Guillamón Martínez: 8. In this task I spent a lot of time preparing the entire group recording and I helped editing the final video but I did not participate so much creating the newspaper, I just helped collecting the news.
Eduardo Espinosa Celdrán: 9. In this task I had the assistant role, for that reason I tried to helped everyone on the filming set. In addition I wrote a piece of news (although I was not the editor) and I helped the recording of the Quiz Show “2cool4school”.
Cristina Rodríguez Martínez: 9. I was the analyst. I think I did my work very well. I worked hard and I tried my best but I’m not sure I can say I did it perfect. Maybe I could do even more.
Pablo García Fernández: 8 In this task I was the translator and I think that the terms I described were interesting. In the video I was a camera, but I also tried to help in everything that I could in the scene that I recorded.
Anthony Carlson Rico: 10. I was the curator and the star these two weeks, so I was in charge of keeping our “references tree” growing. In the recordings I was an actor on the first part, in which I played a teacher, and in the second I helped in the recording of “2cool4school”.
Josefa Vélez García: 10. I did a lot of things in this task, I tried that everything was properly done before the deadlines. I played the role of Journalist and I did a great and creative post, like it was a newspaper. We got good feedback for my post and the artifact, in which we worked hard on to present it in the best possible way.
Jose Antonio Gómez Cortés: 10. For this activity we had two weeks of two similar activities in which I was really involved. Not only did I work hard with my role with FH, but also I was performing as an actor, as a director and as a video-editor of the two artifacts we presented. The experience was fantastic and I learnt by far more than anything, of course, working really hard for it.
Eduardo Gálvez López: 9. In this task I had the role of “facilitator”. The whole class had to record, edit and finally create a video of news explaining the complexity of schools. I had to be an actor and played a journalist. I did a great work. It was a fun experience!
Fco. Ángel Guillamón Martínez: 8. In this task I spent a lot of time preparing the entire group recording and I helped editing the final video but I did not participate so much creating the newspaper, I just helped collecting the news.
Eduardo Espinosa Celdrán: 9. In this task I had the assistant role, for that reason I tried to helped everyone on the filming set. In addition I wrote a piece of news (although I was not the editor) and I helped the recording of the Quiz Show “2cool4school”.
Cristina Rodríguez Martínez: 9. I was the analyst. I think I did my work very well. I worked hard and I tried my best but I’m not sure I can say I did it perfect. Maybe I could do even more.
Pablo García Fernández: 8 In this task I was the translator and I think that the terms I described were interesting. In the video I was a camera, but I also tried to help in everything that I could in the scene that I recorded.
Anthony Carlson Rico: 10. I was the curator and the star these two weeks, so I was in charge of keeping our “references tree” growing. In the recordings I was an actor on the first part, in which I played a teacher, and in the second I helped in the recording of “2cool4school”.
COMPETENCIES DEVELOPED
Competency 1. Analyzing the teaching practice and the conditional institutions that are surround it.
One of the aspects we must know from the school are all the connections between the people in them. In order to understand how the school is able to work as a whole, we must understand all the different connections that allow the knowledge to emerge, which will improve the teaching practice.
Competency 2. Participating in the definition of the educational project and general activity of the center according to criteria of quality management.
In the school there are many factors to take into account. One of these factors are the teachers. The relationships between them can be difficult perhaps because of different ideologies, but our job is to try to cooperate with them and try to reach an agreement that will help us accept each other.
Competency 3. Knowing the communication characteristics of audiovisual media , ICT in the teaching - learning process.
This activity was crucial for developing this competence because the communication here is very visible (connections and relationships between teachers, peers, students, parents…). In addition we worked both with communication and ICTs because the majority of the pieces of news we found had both issues involved.
Competency 4. Acquire the competences to carry out the design of multimedia and interactive means applied to the education of children aged 6 to 12.
We had to present the activity in a Newspaper digital format, so we were exploring different tools and testing them in order to find the most suitable one for our needs.
Competency 5. Promote the development of critical attitudes toward the mass media and the new screens of teaching-learning processes.
We had to think deeply about the complexity of the knowledge and how it is produced in schools. We had to analyse the relationships between theory and practices and the importance of the context. The competences of schools and how these affect both students and professionals.
Competency 6. Foster habits for continuous formation into the teachers and attitudes of indagation and self-formation through ICTs.
It was a good strategy to develop an understanding of the importance of research in education, thanks to which we might be able to improve the school. We learnt how to foster the coexistence among teachers to develop the project of evaluation, the learning strategies and the methodologies both individually and in groups. We also learnt how to keep a positive relationship between individuals in a group of work, and how to resolve problems and keep the discipline and a critic relationship with others, so that these values develop in our students.
Competency 7: Tackle and resolve problems of discipline
In this task we learnt the interpersonal relationships of the schools, which could help us deal with problems that might appear.
Competency 8: Foster the cooperative work
This competence is related to the four tasks in the same way, because they all reward teamwork. Thanks to developing these tasks, and the others of the course, we learnt how to design, planificate and evaluate the learning process.
Competency 9: To know the political and legislative conditions of the educational activity.
-Immersion in the school: operation and organization of the school centers.
-Professional ethics: analysis of relationships among theory, policy and educational practice to reflect and to take stand about the factors that determine the educational reality.
-To understand the functions, the possibilities and the limits of education in the actual society and the main competences that affect Primary Education schools and their professionals.
Compentency 10: To know the processes of interaction and communication in the class.
- Interpersonal abilities: relationships among teachers, pupils and families based in democratic values of social inclusion and respect to human rights like basic principles of the school life.
-Management of knowledge: search, selections and analysis of relevant information about educational and social problems by using ICT’s, creating argumental knowledges and production of written and oral texts.
One of the aspects we must know from the school are all the connections between the people in them. In order to understand how the school is able to work as a whole, we must understand all the different connections that allow the knowledge to emerge, which will improve the teaching practice.
Competency 2. Participating in the definition of the educational project and general activity of the center according to criteria of quality management.
In the school there are many factors to take into account. One of these factors are the teachers. The relationships between them can be difficult perhaps because of different ideologies, but our job is to try to cooperate with them and try to reach an agreement that will help us accept each other.
Competency 3. Knowing the communication characteristics of audiovisual media , ICT in the teaching - learning process.
This activity was crucial for developing this competence because the communication here is very visible (connections and relationships between teachers, peers, students, parents…). In addition we worked both with communication and ICTs because the majority of the pieces of news we found had both issues involved.
Competency 4. Acquire the competences to carry out the design of multimedia and interactive means applied to the education of children aged 6 to 12.
We had to present the activity in a Newspaper digital format, so we were exploring different tools and testing them in order to find the most suitable one for our needs.
Competency 5. Promote the development of critical attitudes toward the mass media and the new screens of teaching-learning processes.
We had to think deeply about the complexity of the knowledge and how it is produced in schools. We had to analyse the relationships between theory and practices and the importance of the context. The competences of schools and how these affect both students and professionals.
Competency 6. Foster habits for continuous formation into the teachers and attitudes of indagation and self-formation through ICTs.
It was a good strategy to develop an understanding of the importance of research in education, thanks to which we might be able to improve the school. We learnt how to foster the coexistence among teachers to develop the project of evaluation, the learning strategies and the methodologies both individually and in groups. We also learnt how to keep a positive relationship between individuals in a group of work, and how to resolve problems and keep the discipline and a critic relationship with others, so that these values develop in our students.
Competency 7: Tackle and resolve problems of discipline
In this task we learnt the interpersonal relationships of the schools, which could help us deal with problems that might appear.
Competency 8: Foster the cooperative work
This competence is related to the four tasks in the same way, because they all reward teamwork. Thanks to developing these tasks, and the others of the course, we learnt how to design, planificate and evaluate the learning process.
Competency 9: To know the political and legislative conditions of the educational activity.
-Immersion in the school: operation and organization of the school centers.
-Professional ethics: analysis of relationships among theory, policy and educational practice to reflect and to take stand about the factors that determine the educational reality.
-To understand the functions, the possibilities and the limits of education in the actual society and the main competences that affect Primary Education schools and their professionals.
Compentency 10: To know the processes of interaction and communication in the class.
- Interpersonal abilities: relationships among teachers, pupils and families based in democratic values of social inclusion and respect to human rights like basic principles of the school life.
-Management of knowledge: search, selections and analysis of relevant information about educational and social problems by using ICT’s, creating argumental knowledges and production of written and oral texts.