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now accessible at No. 20, Teaching and Research

Number 10 (digital version)

Year XXXIII - January / December 2010 - 2nd Time - No. 20

Studies Authors
Reflections on an experience of continuous assessment in the EHEA	Francisco Jose Plaza Martin Professor of Mathematics. Faculty of Sciences (Universidad de Salamanca). Esteban Gómez González. Professor of Mathematics. Faculty of Sciences (Universidad de Salamanca). Ana Cristina López Martín Professor, Department of Mathematics. Faculty of Sciences (University of Cantabria). Andrew A. Fernández-Fuertes. Profesor del Departamento de Matemáticas. Facultad de Ciencias (Universidad de Salamanca).
El Practicum en educación social: el portafolio como instrumento de seguimiento y evaluación del aprendizaje de los alumnos	Sonia Morales Calvo Profesora del Departamento de Pedagogía. Centro de Estudios Universitarios de Talavera Queen's (University of Castilla-La Mancha)
The voice of the students in the EHEA. Reviews the implementation of ECTS in UCLM	Benito del Rincón Igea Professor, Department of Education. Faculty of Educational Sciences and Humanities (University of Castilla-La Mancha) José Luis González Geraldo Professor, Department of Education. Faculty of Educational Sciences and Humanities (University of Castilla-La Mancha)
Teaching and improvement processes in learning spelling	María del Rosario Díaz Perea Elementary Education Teacher. Degree in Education and Doctorate from the University de Castilla. La Mancha Antonio Cruz Manjarrez Head Professor of the University of Granada
Common features in building character in children's literature and adult stories of Roald Dahl	Professor Laura Viñas Department of Philology Modern. Toledo College of Education (University of Castilla-La Mancha)
intercultural education between desire and reality: exploring building a culture of diversity in an inclusive school	Olivencia Juan Jose Leiva Professor, Department of Curriculum and School Organization. University of Málaga
use of ICT in teaching-learning process, evaluating the real impact of technology in teaching	José Manuel López Sáez Master, PhD and Associate Professor. Toledo College of Education (University of Castilla-La Mancha)
Edublog The use of classroom dynamics of the process of teaching and learning	José Francisco Durán Medina Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha)
teaching schedules of the unit teaching: integration of core competencies and the completion of tasks	Javier Rodríguez Torres Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha)
teaching methodology program for improving emotional intelligence and problem-based learning (PBL) Alicia Escribano	González (ed.). Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha) Maria Teresa Bejarano Franco Professor, Department of Education. Toledo College of Education (University of Castilla-La Mancha) M ª Ángeles Fernández Zúñiga Maestra e Investigadora. Colegio San José (Puertollano) José Luis Fernández Gijón Maestro e Investigador
Aportaciones para la intervención psicológica y educativa en niños con síndrome de Dow	Luis Rodríguez Bausá. Profesor del Departamento of Education. (University of Castilla-La Mancha) Laura Olmo Remesal Professor, Department of Psychology. (University of Castilla-La Mancha)
review of the book: Barnett, R. (2008). For a transformation of the university. New relationships between research, learning and teaching. Barcelona: Octahedron	Herreras Esperanza Bausela Professor, Department of Psychology and Education. Faculty of Psychology UNED.

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Ideas for the transition to a "job competency."

In a working forum in which I participate, I have included this proposal, now moving here to share in 'that other forum friends "

are many comments I hear about the difficulty of carrying out programs for Integrated Tares to develop basic skills.
All right. However, many comments and education professionals who support the idea that the transformation to an education based on developing skills necessary .

I bet a transition "peaceful" which starts from of initiatives the teachers. Clearly we can not break in one go with everything we have been doing for so long and we have assumed teaching culture.

can not sit still for others to begin.

Therefore, in areas that move me propose what I call "initiate a process of change." we can not wait for every year a new generation 'lost it'

To this end, the initiative is to bring all the cloisters and discuss each small center proposals.

This is mine, that just is not new.

The first step would be included in all educational programs, cycles, proposals for content and objectives / evaluation criteria that may be susceptible to develop from a small project or task integrated.
The next step would be to schedule a new teaching units (or units of work) as a Small Project or as an integrated task.

This activity could be located in what might be called "project week" or "End-of-term project" or any name that attracts us to the teachers of each of the centers . This is not as new as it seems. Organizationally resembles experiences something we do, what we call cultural week.

chose three "axis of contents" to the whole school year. Each cycle a small project or program Integrated Task per quarter in which to develop a series of curriculum content for the cycle in question. The spirit of the work must be an investigator.

The last two weeks (or last week) in the quarter, carry out this "work." To do this leave the book as a guide all, auqnue serves as a reference.

What do we get?

• All areas are integrated into the project (globalize ) ; t odes of class time devoted to the same (flexibility in schedules) . work in cycles (more flexible groups) ; create heterogeneous groups may belong to different classes and groups that make up the cycle. Groups must have a cutting structure cooperative or at least, collaborative ( change methodologies and interactive learning favor). The supports are incorporated into the work, thus having two teachers in the classroom or the classroom support. Active members of the AMPA (as they do at other times) collaborate on projects. So we will be more people working on the same idea (interactive groups with adults and peers) . Program the necessary use of the school library and municipal (if any), the necessary search of online information and the use of technological resources in the initiation, development and exposure of the project or task. (cross-sectional areas). Teachers do not explain, only present and guide. The students are the think, analyze, develop, reflect on, expose, recall, transfer .... The works are set to end ( Decentralization of education). And of course, seek functional learning, students see its usefulness.
• We can ask: U na session work from a webquest. A talk from someone in the street to provide ideas and experience on our theme .. An exhibition based on wall, power point, built artifacts, recorded video ... We can schedule conferences and performances of the students: The can do at school or in the municipal hall and other groups attending the school , environment, parents, family members are exposed .... Work in reality and on the web (blog, you tube, Website, ....)

In Finally .. this is my small contribution in another post, I will try sequencing it better, but did not want to miss more days without exposing this idea .. From here we work together and improve the proposal round. That is my purpose and I therefore hope and desire, comment.

Lotta Topp In Bondage

Education for Meaningful learning tasks

The tasks teaching is emerging in many educational environments as one of the most appropriate methodologies for the development of basic skills.

This idea of \u200b\u200bteaching, which for some is new, as was done in the 80's when both the term and the concept of 'task', began to take hold among the teaching professionals language.

"A task is an activity or set of activities duly organized and linked together to achieve a goal or a target specific availing of the target language to carry out" . (Aquinino Sánchez)

This concept of 'work' leads us to conclude that the nature of the tasks is not necessarily linked to language, but rather to action. Therefore, it seems it can be very useful in the development of basic skills.

So p ara group iCOBAE an integrated task is an organized teaching sequence ; such a way that helps students achieve the realization of a complex connected to different areas of knowledge and life experience of the students.

Therefore several issues are clear:

1. When it comes to homework, it is a set of activities (also called sub-tasks) .
2. These sub tasks are sequenced in order of complexity and arranged so that the above support the following.
3. tasks as they pursue a goal of "final task."
4. action, development of skills, strategies and skills, teaching is the core which moves the task.
5. functionality and usefulness of what is taught is crucial to enable task-based learning. What is taught and learn to be part of the experiential life of students. It makes no sense (no motivation) to learn things that will be used in everyday life, not help solve real problems.

The learning sequence a task must meet the learning model that I mentioned in other entries (Meaningful learning ) or what Sanchez called Aquinino in the field of language teaching, the organizational model of school three PPP (presentation, practice, production).

1. Pre-task or tasks in connection with prior knowledge.

2. Task (controlled practice) file or contextualization.

3. Practical tasks or activities of semi-controlled by the teacher and the students.

4. Development activities or tasks (independent practice phase).

5. Activities that create new networks of meaning, ( phase production and reprocessing).

6 - exhibition or presentation of the final task. ( phase transfer).

Sometimes it is difficult to plan wisely school work as a task, especially given in mind that in compulsory education are slaves of a curriculum and areas zoned for teachers are not accustomed to teaching programming mode or integrated global focused more on learning in the process that the learning outcome. In this sense iCOBAE us a proposal for integrated task in which, starting as a reference curriculum evaluation criteria, we were able to develop the core competencies and achieve the objectives.

Stand Up Wrapping Paper Storage

I have prepared this presentation to my students. The left and if it is useful to someone else.

Learning

View more presentations from Jose Blas Garcia Perez .

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Meaningful Learning / Learning competency. Second Chance Schools

In some of the forums I participate I read a comment that has led to add this post.

The intervention was in line for significant learning and learning Competency is the same thing, two ways to call the same concept.

This was my speech.

Meaningful learning is a concept that has to do with the knowledge that the student has and with whom we connect, that is, that knowledge will allow, is going to shake hands and it will open the door of the brain for integrating new learning into their scheme of prior knowledge.

Therefore, the first premise, if students do not "connect" what we are introducing the new learning (curricular gap for lack of experience, not to be need in your life or lack of motivation, among other reasons) we can not categorize that significant learning.

Moreover, the second premise, if not then reflect on it with adults and peers, as used in practice and educational context through a structured sequence of practice teaching, poco estructurada y abierta, de forma individual y en interacción con otros; lo analiza desde una revisión metacognitiva con apoyo de un adulto;  y, tercera premisa y  más importante, lo transfiere, recuerda y utiliza en otros contextos de uso personal, cercano y frecuente , no podrá constituirse en un  aprendizaje significativo para ese niño, es decir,  un aprendizaje que se integre para siempre en el esquema de conocimientos del individuo y que, además, será el enganche con nuevos conocimientos que le llegarán posteriormente por aprendizaje escolar o por experiencia vital.

Las competencias tiene que ver are just that, with the skills acquired in the last phase of meaningful learning, the experience of knowing how to use the knowledge acquired to develop our daily lives demands that we produce, with the obligation we have to empower teachers students to take advantage of everything good comes in life and know how to solve all the difficulties that are submitted ...

Only then can we speak of real learning, skills development and social justice and equal opportunities.

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