Which training courses would you like to have access to as a teacher? Why? Which is, in your opinion, the best way to share good practice amongst teaching professionals? Why?

 

Which training courses would you like to have access to as a teacher? Why?

Which is, in your opinion, the best way to share good practice amongst teaching professionals? Why?

I would like to access courses about 1/ the latest developments in the subject I teach —technical training course in forestry and nature conservation— and have an updated training to offer my students; 2/ the European languages (especially English, French and German), to get to know these important languages and improve my profile; 3/ the Valencian language, to obtain a better understanding of the language spoken in this region; 4/ the operation of the secondary school, so I could learn more about its structure and the procedure in the daily paperwork; 5/ the computer (for users), in order to have an adequate knowledge of different applications and their latest versions; especially training activities related to Internet browsing; 6/ the skills and attitudes, to develop communicative ability, know how to face conflict situations at work, organize working groups and even develop emotional intelligence; and 7/ the time management and personal productivity, because I think they are very important factors in any work.

Different ways could be explored, for example a)) departments of schools, being the closest to the teacher circle, were to become a framework to exchange experiences in an atmosphere of mutual respect; b)) let Internet, given its enormous impact today, was the forum in which teachers shared teaching materials, strategies, news and even dialogues on these issues; c)) organization of congresses, because professionals of teaching from different territories come there, and it´s an excellent place to share experiences; d)) exchanges abroad, because in this way the teacher knows first hand the educational system, in which is integrated, and can get methods that could transfer their workplace; e)) in my particular case —I insist I work in vocational training, which aims student access to the labour market—, the possibility that the teacher could participate as an observer, or even working in practical training, in companies, because in this way he would know firsthand the work will develop their students, and what is relevant to be taught in class.

If you were not limited by the demands of the national/regional curriculum, what would you say is the most important thing you would teach your students about your subject (in a CLIL context)? How would you assess their learning?

If you were not limited by the demands of the national/regional curriculum, what would you say is the most important thing you would teach your students about your subject (in a CLIL context)? How would you assess their learning?

In my opinion, the most important thing is to communicate the students the real utility of the subject I teach —technical training course in forestry and nature conservation— for their effective incorporation into the labour market and, eventually, for life.

The aim is not easy: we must take account of the fact which the reality of work is; transmit to a very demanding —and more insightful than it might seem at first sight— collective (pupils) the right skills for effective job performance, putting superfluous contents aside and emphasizing, however, on those skills that are really useful; instill the benefits of teamwork, basic in any workplace; explain the importance of adaptability to different circumstances and contingencies that arise in any work environment; and get them become autonomous to face up to difficulties of any kind existing in the future.

Not only that: the extraordinary importance attached to the rules of prevention of occupational risks, resulting in worker safety and that of others, has to be transmitted; as well as other factors, such as the need to maintain in good condition the material the secondary school provides for learning. In any case, there is one which is specially relevant: the value of effort, both to pass the course and working life, in which nobody will give them anything at all.

And all that taking into account the specificities of the subject I teach; for that reason, respect for the environment must be present at all times.

Learning assessment would take place through teaching practices (mountain outings, company visits, etc) that predominate over theory. Also, I would enhance the audiovisual media (DVD, videos, reports ...) on the textbook. The language used should be simple, objective and direct, to the point, trying to avoid dense or twisted explanations, and dropping from time to time (why not?) a touch of humour. It would also be very helpful to use references that students feel as their own, as they would be extremely useful for transmitting knowledge.

The specific evaluation would be continuous: in this way, progression of each student and effort they have made throughout the course, according to their capabilities, would be observed. The predominance of practical content, as well as aptitude, on the purely theoretical would be also reflected when assigning marks.

Advantages and disadvantages of using the ELP (European Language Portfolio) with your groups

Advantages and disadvantages of using the ELP (European Language Portfolio) with your groups

First of all, let´s remember what ELP is: a personal document of a learner, whereby students of all ages can record their language learning and cultural experiences at school or outside school. Closely linked to the Common European Framework of Reference for Languages (Council of Europe, 2001), ELP documents personal experiences of language learning and with other cultures, facilitates mobility within EU and aims for a student´s active participation in his own learning —promoting the self-assessment and reflection in a transparent and encouraging way—.

I think the advantages of using the ELP in my groups (which belong to the technical training course in forestry and nature conservation —referred to the Spanish vocational training—) could be 1/ the increasing of the learner´s autonomy and responsibility in all areas; 2/ to make the student think about the real reasons why he/she´s studying languages; 3/ to achieve the learner´s motivation; 4/ to set achievable short-term learning aims, in order to encourage the student; 5/ to overcome the fear of speaking in other language; 6/ to open the learner to the reality of a multilingual Europe; and, finally, 7/ to explore new and different ways of evaluating student´s progress.

On the other hand, the possible disadvantages could be 1// a certain risk that a number of competences which belong to teachers could pass automatically to students; 2// the assumption of a lot of motivational tasks by the teacher; 3// the mere implementation of the European legislation, really addressed to get the free movement of workers; 4// the existence of different linguistic levels inside the same classroom; and, at last, 5// the risk of a complete banishment of grammar.

Actually, I´m sceptic with the purposes ELP aims: many reforms have been attempted in language teaching, and few have been successful; sometimes, even, the previous situation has worsened. However, we must keep up our efforts: know languages is still very important in today's world.

THE BURREN

Just three months ago, I traveled to Ireland for a month in order to improve my English. It was not in the strict sense, therefore, a leasure trip, but a travel for study: I pretended to get an immersion in the language of Shakespeare, while I lived with very welcoming Irish and I knew their customs and traditions. If, besides, I had the chance to meet some corners of ancient Hibernia, the objectives of my trip could be considered more than satisfied.

My partner, who went to Ireland to visit me for a week, and I rented a car, and we finally found some lovely places: the Cliffs of Moher, Aran Islands (where people still speak mostly Irish Gaelic), Dublin... But the place that caught our attention was the Burren region. Located in the east of the island, this area is now a national park, and suddenly stands among Irish meadows and fields, as a not very steep karstic massif, which forms a distinctive landscape.

Actually, we went to that area because we heard from a perfume factory receiving visits, while had a small shop, a very nice coffee shop, as well as another facility from which we had no news then.

This facility was actually a garden with three different areas for dissemination, carefully designed and maintained —for aromatic, medicinal and culinary herbs—. The three areas were clearly marked, far exceeding its educational objective.

It was at that moment when I thought about the range of possibilities that would offer a similar place to teach my subject, which would be, in the case of Valencia, its Botanical Garden (the ideal for everybody would be to have a garden like that in high school, something currently impossible due to lack of funds).

This session would be conducted in English, which would require special preparation of words as the name in this language of species, in addition to the preparation of botanical vocabulary. Students also have to take into account all questions, concerns, etc. should be submitted in English. Thus, an interaction between the teacher and themselves in a real environment and referents would be achieved.

THE BEST TEACHER I´VE EVER HAD

His name was Pepe Lluch, he was my math teacher in high school and my pre-university course, and had a decisive influence on my training. It was, by far, the best teacher I had. Why?

Firstly, because he had a deep knowledge of his subject. That´s not all: he also knew how to make it attractive; or, in other words, he taught it very well, separating the wheat from the chaff —which was unusual, unfortunately, in teachers I had—, and while at the same time teaching math understandable to all students.

Moreover, although he had a strong personality, he was easy to get on with, although he wasn´t a mate at all. No. He knew that he was the teacher, and we were on the other side. But he also understood that his task only made sense if we acquired knowledges he explained to us, for which we had always his help.

Other important aspects that pleased me very much were his fairness in marking; how he liked his work (unlike most other teachers); their ability to transmit values (effort, sacrifice, work..); the fact that the tests were strictly conformed to the class explanation; and, above all, how he was the only teacher who really knew how to make us see the relationship between what is studied and what would be our daily lives; and how he tried that we thought for ourselves.

In short, Pepe Lluch was a complete professional, who had all the qualities we wish a teacher gathers, to whom we appreciated. Frankly, I've been real lucky to have had him. On behalf of an engineer, thanks for everything! :-)

EL COLOR- ACTIVIDAD 5

ACTIVIDAD 5: ESTUDIO DE COMPOSICIONES FLORALES

-      Introducción: La mejor manera de aprender es observando los trabajos realizados por personas ya expertas. De ellos vamos aprendiendo técnicas y también adquiriendo capacidad crítica. En definitiva, aprendemos a crear algo atractivo estéticamente, que es de lo que se trata. ¿Te gusta o no te gusta? ¿Por qué?

-      Tarea: Realizar una presentación de PowerPoint para mostrar a los compañeros aquellas composiciones donde la elección adecuada o no de los colores, ha sido determinante para crear un arreglo que sea o no atractivo. Se debe incorporar, junto a la imagen, el tipo de gamas o contraste utilizado y la paleta de colores, ubicados dentro de un círculo cromático.

-      Proceso: Cada grupo debe escoger 5 creaciones diferentes de composiciones de flores y de plantas, ya encuadradas en un entorno, que os sean muy atractivas, y una que no os lo sea tanto. Estudiad el tipo de gamas o contrastes utilizados. Se puede recurrir a cualquiera de las imágenes ya trabajadas en la actividad anterior o buscar nuevas, aprovechando los mismos recursos de la web.

Para facilitar la búsqueda y el trabajo, podréis dividir la actividad formando parejas.

Una vez elegidas las imágenes, se puede utilizar el programa “Paint” para dibujar un círculo cromático y ubicar asimismo los colores utilizados.

Cuando el trabajo esté finalizado, deberéis enviarlo por correo electrónico para que ser colgado en el blog. Durante la última sesión, expondremos nuestros trabajos en clase y comentaremos algunas imágenes.

-      Recursos:

o   http://www.flowercouncil.co.uk/

o   http://www.flordeholanda.com/

o   http://www.paulapryke.com/

-      Evaluación: Tu trabajo será evaluado de la siguiente forma:

CRITERIOS	PUNTUACIÓN
-      Información	1	2	3	4	5	6	7	8	9	10
Está bien organizada.
Es correcta.
Está completa.
-      PowerPoint
Es creativo.
Fácil de seguir.
Se han utilizado imágenes representativas de arte floral y de plantas.
-      Presentación y actitud
Se ha utilizado el tiempo disponible en las horas de clase.
La participación de todos los miembros ha sido correcta.
El respeto hacia las normas de uso de los ordenadores y el resto de material ha sido correcto.
CALIFICACIÓN TOTAL

-      Conclusión: Ahora vamos a reflexionar un poco …

o   Ahora ya conoces las técnicas de utilización del color, ¿sabrías seleccionar las flores y plantas adecuadamente, para realizar composiciones con criterio artístico?

o   ¿Y también sabrías valorar el entorno de forma que se consiga un resultado armonioso con el mismo?

o   ¿Y los complementos?

VIDEOS DE LOS ALUMNOS

LOS ALUMNOS COMPARTEN VÍDEOS EXPLICATIVOS DE SUS TRABAJOS