Task 6 (Spanish Educatioal System II). Work with my classmates (questions)

Hello again, I´m Bernabe, the star of this week, and here you can see the questions of the topic one in alphabetical order.

Questions topic 1

-A boy who is fifteen years old doesn’t want to study, because he thinks that earning money is better. Do the children have to go to the high school? If the answer was affirmative, do you think that there are differences between a boy who goes to the high school and with other who doesn’t?

-According to LOMCE, what are the main goals of the Spanish Educational System?

-According to the actual Spanish Educational System, what has been given more emphasis at?

-According to the new reform, LOMCE, in addition of the core subject which will have more importance, which other subjects will be emphasized by the LOMCE?

-“Adult Education and Training” is aimed at people over 18 years old, but, are there more people who have access to that type of education? If so, tell us who.

-Ainara has always wanted to be a professional dancer since she was little. She is in the 2^nd year of ESO in the course 2014-2015. At what course will she be able to have access to an education which will let her be a professional dancer and what certificate will she need? Once she has got this certificate, what type of education will she have access to? Which areas can be found at this type of education?

-As LOMCE pretend to reduce the early school leaving rate, by which new measures will try to do it?

-A student can receive a Pre-Primary Education, Basic Education, and Upper Secondary Education. Apart of what, what three types of professional education offer the Spanish Education system to students?

-Between what ages is the basic vocational training for? What is its main aim?

-Do you think that a boy or a girl who is in 4^th year of ESO is receiving good contents in his/her school’s subjects which can help him or her to choose a good type of Bachillerato in a future?

-How has the Act of Improvement of Education affected the upper secondary education?

-How is distributed the Administration Institution in Spain?

-If I have more than 16 years, but I work, so I can´t go to school in the regular regimen. What could to study?

-If I was a student older than 16 years wth a laboral contact, whitch kind of educational institution should I choose?

-If you don´t want to follow with bachillerato after 3 years of ESO what is the alternative that LOMCE offers?

-In the administration and management of the Spanish Educational System, what role does the central and regional educational administration?

-Is necessary that every student develop the minimum competences required by their school, but who is in charge of establish that competences?

-It´s the believed that in Spain there is more potential in our students than what it is thought, how do you think that Spanish Educational System is going to improve their Academic Perfomance?

-Matilde has been living all her life in Kent. However, this year, her parents have moved to Spain and now she is attending school in the 4^th year of ESO. With the enforcement of the LOMCE, this year, Matilde must achieve two things in order to go to Bachillerato. What are those two things?

-Name some of the areas where special emphasis will be made with a view transforming the Spanish Educational System.

-Rafael has received the “Lower Compulsory Secondary Education Certificate” which means that he has access to upper secondary education or the world of work. Finally, he decided to go to upper secondary education, how many academic years does it last and what possibilities does it offer?

-The minimum competences are establish by the General State Administration (Ministry of Education, Culture and Sport) and the authorities of the Autonomous Communities (Departments for Education)

-The Spanish Educational System, ie, the set of educational administrations, professionals in education and other public and private agents is in the process of educational reform LOMCE, how would this reform is proposed? Why assumes the need to combine quality and equality in education?

-The Spanish educational system is worse than the educational system from other countries. How do you think that the new law, LOMCE, is going to solve this problem?

-Until what age it is not compulsory incorporate the children in the Educational system?

-What is feature that characterizes the Administration and the management of the Spanish Educational System?

-What is the Act of Improvement of Education?

-What is the Adult People Education (EPA)?

-What is the difference between evaluation criteria and evaluation standards? Give an example and explain what supposes.

-What is the education that is incorporated into all the subjects of Basic Education?

-What is the name of the reform that claims the need to combine quality and equity?

-What are the main differences between “Primary Education” and “Higher Education”?

-What kind of education will not be financed by the public budget?

-Which are the branches that take part of the upper secondary education?

-Which are the main similarities between the main objectives on the Spanish Educational the main System and the main principles of the LOMCE?

-Which type of University has more autonomy?

-Why was it necessary to introduce a new reform?

Task 6 (Spanish Educatioal System II). Facilitator

Hello everyone!  :)

I am María and this week I am the facilitator.

I was very nervous for this role because I thought that it has a big responsability and effort. Also it is called “the boss of my group” that it consists in dividing, organizing, encouraging and cordinating the task. 

I wanted to do as well as possible and to try solving the problems that could appear in my group.  

First of all, I had to divide the roles of my group, so I had to tell them the responsability of this week. The roles of this week are the following:

•   JOURNALIST: Miriam Peña
•   ANALYST: Mª José Peñalver
•   TRANSLATOR: Yolanda Tudela
•   CURATOR-FARMER: Gracia Rueda
•   STAR: Bernabé Jiménez
•   STAR 2: Ana López
•   RESPONSIBLE: Ainhoa López

The title of the task is called: “BUILD THE QUESTIONS FOR BEING INCLUDED IN THE GAME”. It consists in build four questions of each topic:

 · An Overview of the Educational System

       · The Primary School 

     · Organisation of Primary Education

         ·  Organisational Variations and Alternative Structures in Primary    Education

         ·  Administration and Governance at Local and/or Institutional Level I

         ·  Administration and Governance at Local and/or Institutional Level II

The questions didn’t have to be too easy. The goal is to build questions that have an effort in thinking like “practical questions” or theoritical questions. In addition, we had to put only one answer as clear as possible. And we had to include the name of the topic of each question.

And for doing that, we had to create white cards and included the questions, the answers, the topic and of course the name of my group. So, I divided each topic with my group:

Topic 1: Mª José and Yolanda.

Topic 2: Miriam

Topic 3: Bernabé

Topic 4: María and Gracia

Topic 5: Ainhoa

Topic 6: Ana

And Mª José printed the questions too.

I thought in the four questions, and I said to them that each topic have to include two practical questions and two theorital questions.

All of the questions have to be done: 2nd April.

We had some problems: the Easter week. So, it was difficult meeting all the group in one determined day bacause of the holidays. So, the solution was to be online, so I thought in Skype (a program that connect people online) and it was very useful for seeing all the questions.

Other problem that my group have if that we  talk at the same time, but with effort we respect each turn and with this task we are improving a lot in this aspect,especially through skype :) .

Finally, on Monday we had all the questions and we are very proud of how we worked in this the task.

Task 6 (Spanish Educatioal System II).Star

Hello, I´m Bernabe, the star of this week.With this role I am the principal voice of my group and I have to represent it explaining the task that we have done but this week the dynamic of the stars has been a bit different. Furthermore for preparing the activity there were some difficulties due to some facts that I am going to tell you in the next paragraphs.

This week has been a special week to work because it was the Easter week. Due to this fact, it was impossible doing the work together, because all of the members of the group were with their family. In spite of them, we realised the work very well and the facilitator solved this problem(we did skype).

When I was preparing my role, I was so nervous because I have never been the star and it is a role with a very high responsibility. Fortunately for me, this week the roll of the star hasn´t been very difficult, it was easier than other weeks because in this, the stars haven't must to expose any work to the class.

In the work of this week,we have worked with other groups of the class(four members of my group have worked as supervisors with the group "Keep Calm an Keep Organized" and the the other four members(including me) have worked with the group "Power Teachers".We have had to evaluate the cards of the Power Teachers group and supervising how they were evaluating the other cards that belonged to the rest groups of the class.For me, it was a very good experience, because we had the oportunity to know how this group work, so, it was a good point to compare different point of views and ways of work evaluating the cards for the game.

In conclusion, the coordination this week has been more difficult than other weeks, but the work of star hasn´t been as hard as other weeks.

See youu!!!!   Busy Bees.    

                                                                         

      

Task 6 (Spanish Educatioal System II). Journalist

HERE IS THE JOURNALIST!!

Hi everybodyyy!! My name is Miriam and this week I'm the Journalist of the BusyBees group!! :)

I have been waiting for this role since we began with this subject, it seems to me that is very interesting to register the photos of the process that we have followed when doing the activities.

During the last two weeks (two because we were on Easter holidays!), we realized a series of questions (concretely four per topic) about the changes in the Spanish educational system that we will include in the game that we will realize the next week in class. We had to take care at the moment of realizing them because they had to be clear and understandable, correctly written and the information clearly summarized. 

In total, we had to do twenty four questions each one in a single card.

According to the work, in class, we divided the six topics: the 1º (an Overview of the Educational System) and the 4º (Organisational Variations and Alternative Structures in Primary Education) topic were made by two people each one, whereas the others topics were distributed among the members of the group:

TOPICS	PEOPLE
1.   An Overview of the Educational System.	Maria José and Yolanda
2. The Primary School	Bernabé
3. Organisation of Primary Education	Miriam
4. Organisational Variations and Alternative Structures in Primary Education	Gracia y María
5. Administration and Governance at Local  and/or Institutional Level I	Ainhoa
6. Administration and Governance at Local and/or Institutional Level II	Ana

Due to the fact that we have had Easter holidays, we had several problem to meet because each one of the group were in our villages (far away) and we could not meet physically, so, we chose to meet via Skype to put all the things and questions in common.

On Thursday 9th, when we already had done the summary and the four questions of our topic, we put them in common and we decided what are the best ones and those that need some change. We finished all the details. We worked well and we did our best in spite of the fact that it was difficult for us to decide the day to meet.

On Monday 13th, when the class began, the teacher linda divided our group in two, and we have gone a half with Power Teachers (Yoli, María, Berna and I) and another half with Keep Calm and Keep Organized (Ana, Ainhoa, Gracia and Maria José). We have had to evaluate with Power Teachers all the cards about the topic 1 that all groups have done. Our group has the role of ‘’the Supervisors’’, we had to judge the cards of our classmates of the group Power Teachers (they could not evaluate by themselves), and then, we had to supervise that they judge correctly the other cards, in order to be objectives putting marks.

Firstly, we have established in common the criteria that we have followed in order to evaluate well all the cards. Each one has chosen one group and has read their four questions before putting them jointly.

It has been a good experience to work with other groups in order to enrich each others with our different ideas about how to evaluate correctly. It has been also interesting to work with other people different from our team.

In order to finish to the second part of my role, I have to search and comment two blogs, one from inside our class and other from outside.

Regarding to the blog form inside our class, I have chosen the SevenUp’s one (http://7upgroup.blogspot.com.es/) because for me, it presents the information very clear and I like its organisation and its creativity (I love the pencil as a mouse!). The information is well-structured and they write their post with lot of enthusiasm, so well done SevenUp!

According to the blog from outside the class, I have searched lots of them but the one that attracts my attention was this one: Kathy Griffin’s teaching strategies (http://kathygriffinteach.blogspot.com.es/), She is a teacher that shared activities and lots of things and videos to help children to learn, I love her idea of being a ‘’Singing Teacher’’ and to connect children’s learning experiences with music.

My comment: http://kathygriffinteach.blogspot.com.es/p/about-me.html

I hope you like my post! See you soon beeeees!!!

Task 6 (Educational System II). Curator-farmer.

Hello again people!! I am Gracia, the curator-farmer this week. I have continued in same the mind-map in which you can see all the references that we have use in the entire subject.

The information that we have used for do the questions belongs to articles in the web:

The Primary School. from European Commission 

Website:https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php title=Spain:Primary_Education&oldid=91583

Organisation of Primary Education.from European Commission 

Website: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Spain:Organisation_of_Primary_Education

Administration and Governance at Local and/or Institutional Level I. , from European Commission 

Website:https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Spain:Administration_and_Governance_at_Local_and/or_Institutional_Level

Administration and Governance at Local and/or Institutional Level. II , from European Commission 

Website:https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Spain:Administration_and_Governance_at_Local_and/or_Institutional_Level

Thank you so much!! See you soon!!!

Task 6 (Spanish Educatioal System II). Translator

Hello guys!!!!

 I'm Yolanda, the translator of this week. I have to choose five important

Terms that we have learnt this week. The terms that I have chosen for explaining are: Curriculum, Evaluation, Multilingualism, ICT and Vocational Training. I have chosen the last three because it is that the new law, the LOMCE, it is given more important and emphasis for.

Here you have the definitions:

-CURRICULUM:

It is a document where it is registered the objectives, contents, methodology and techniques of evaluation for an educational activity.

-EVALUATION:

 Giving value in an objective way. In this case, to give a numerical value in an

academical ambit.

 -MULTILINGUALISM:

 Term that is referred to the use of different languages in a specific environment, where these languages are given in the same level.

-ICT:

(Information and Communication Technology) IT is a subject where the students can learn to use the new technologies and learn through the new technologies.

-VOCATIONAL TRAINING:

It is a training that it is used to teach the students for preparing them for a determined job.

REFERENCES:

Currículo (educación), from Wikipedia. Website: http://es.wikipedia.org/wiki/Curr%C3%ADculo_%28educaci%C3%B3n%29

Evaluación, from Wikipedia. Website:

http://es.wikipedia.org/wiki/Evaluaci%C3%B3n

Definición de Multilingüismo, from definicionabc. Website:

http://www.definicionabc.com/comunicacion/multilinguismo.php

ICT, from dictionary.cambridge. Website:

http://dictionary.cambridge.org/es/diccionario/britanico/ict

What is Vocatinal Training?, from Study.com

Website:

http://study.com/vocational_training.html

Task 6 (Educational System II).Analyst

 Be careful!!! The analyst is here… 

Evaluating you: 1 2 3 4 5 ;-)

Hi bloggers!!! J

I hope you have spent a good Easter holidays!

Now it’s time for working hard as we have done until now (although we have worked even on holidays in this task).

I am María José, the analyst, so I have to evaluate the work of the group. In other words, I have to evaluate how the group have worked in this task.

Weeks before I worked as facilitator so now working as analyst has been a bit easier what I expected because I knew how the group was working (how work each member of the group).

Firstly, I would like to say that doing this activity has not been easy, on the contrary, it has been a bit difficult for us because we didn’t know a lot of things about this new law and the reforms, maybe because we had not focused in this topic before or we were not very consciousness about what this recent law suppose on the educational field. Due to it, I have to recognize that, at the beginning, when our teacher Linda explained in which consisted the activity we overwhelmed a lot, but only at the beginning. When we read all the information again (the information about the topics that we had had to develop in the conceptual map) and understood the different topics (the other topics that the rest of the groups of the class had to develop) we felt more relaxed :-)

This was the ideal moment for thinking in possible questions and it was great because each member of the group commented on the different topics. It looked like a "brainstorming". It possibly indicated that we had many ideas about the concepts, the only thing that we had to do was to clarify the ideas and put them in order and, from my point of view, we achieved it.

So the best part of this activity was thinking about good questions of different topics, interchange opinions about the possible questions and also doing the cards.

Also working with the other groups of the class(Keep calm and keep Organize and Power Teachers) was a good experience in order to learn other ways of working for improving.It has been a pleasure working with you guys!!

On the other hand, as in all the works that we have had to do there is a bad part and it was doing correctly the questions (that the questions was not very easy and at the same time that they made classmates think about a good response for the question).We were a bit worried about it but we were working hard on it so we hoped doing it as well as possible.

Apart of the best or worst part of the activity is very important as well to highlight how we have been working as a group. In other words, what has been the best moment working as a group and backwards.

As analyst of this group I have to admit that when you work in group you learn a lot of your partners: the way in which they work, their opinions about doing the tasks...

This week the best moment has been living the experience of working through Skype. It was something very positive for our group this week because this is the first time that we talked together and everybody paid attention to the ideas of others. We spent a good time working together.

The worst moment this week it have been in order to meet because not always all of us met and some members of the group stress a lot because of it. Furthermore this was the last week (the next week were holidays).The facilitator tried to solve this problem and we did Skype in holidays for doing the questions and revising them.

Other problem that my group has is that they want to tell their ideas but they speak at the same time and sometimes it is horrible! Imagine eight people speaking at the same time. But fortunately, this is a problem that my group is solving with the help of the facilitator each week.

This week the activity that we have had to do is the second part of the task 6(LOMCE). It was about build the questions of the different topics for being included in the game.

I have to recognize that this week my group and me have learnt new things about this recent law doing different tasks(elaborating a conceptual map or doing some practical questions)in order to understand it in a good way. 
LOMCE is an alternative for improving the educational system and it differences about LOE in some aspects. This law highlights the importance of being multilingualism, the introduction of ICT in the classrooms and improving the vocational training. For this reason new teachers have to be preparing in many fields (technology, languages) in order to improve the education of their students.

This law pretends with these things to avoid the school failure.

The question is: can this law obtain all the objectives that it proposes EVEN to avoid failure school introducing bar exams??

There are many things that we have to continue learning about this law but, as future teachers, we will acquire the adequate knowledge about it and comment on it through our experience as teachers.

From my point of view working in groups is not something easy and for this reason we have to learn to respect the opinions of each one, and it is something very important to highlight to conserve as a group for the next weeks. But not only that, it is also necessary that we feel motivated and thinking positive oh yeah! Always thinking with a positive attitude. I always say to my group that the way for improving as a group is to think something like YES WE CAN! or DON’T SURRENDER! because it is the only way for improving as a group and at the same time for improving in the next tasks and learn among us and with the activities that we do each week. In sum, WORKING HARD, EFFORT AND MOTIVATION, These are some things that we can’t lose for improving next weeks because they are the key of success. 

As Steve Jobs said “the only way to do a great work is to love what you do”. If we think about it we realize that is also very important love the things that you do in spite of the difficulties.So applicatting it to my group, we are going to continue step by step as busy bees being perseverants in our work and doing things as well as possible but always loving all the works that we do in this subject.  ;-)

To conclude, I would like to highlight that this task contains contents that are important in nowadays societies, especially this problematic law (LOMCE).

Many people(teachers,students,parents...) protest with the reforms that this law proposes due to they think that this is not the solution for improving the educational system.

We can see some comments on social networks such as twitter or facebook, and on TV (news or politics talking about it).

We have to be consciousness that this law affects to teachers or “future teachers” (for example, in the requirements that we need as professionals or the number of courses of our degree.It is affected with this new law).In addition,as students of Bilingual Primary Education,we have to study in some subjects(Diversity and School Organization) the impact of LOMCE and the objectives of this law.

Students of primary and secondary education are also affected by LOMCE (for example, for passing to secondary school they have to do bar exams).
Do you REALLY think that education system will improve putting this kind of exams or doing this kind of reforms?? Think about it....

Well, I hope you enjoy reading my reflections!!!

Don’t hesitate to comment on my post if you have something to tell me.

See you on my next post!!!