Analysis of the Questions for THE GAME

This is the third week we're involved in the last part of the subject: Scholar Organization.

As we told you before, all this process that we are carrying out is for a final purpose: THE GAME.

Our last task has consisted on build of the questions for being included in the game. So, then, my group, according to the mind maps we made previously and with all the knowledge we acquired about the Educational System, built these questions with the topics we considered the most important.

So, as far as I concerned, it has been a good week, because of finally, we got the hang of it.

As always, time is against us, and that's been a problem we tried solving it with a good organization, trying to organize ourselves in the correct way, contributing each one and going all out.

For this, we divided us in two groups - a good method that we have been using during several weeks-, and each group was in charge of 3 topics. once it was completed, we had to pool all the questions and choose among them the most appropiate (something hard to do because we gathered a lot of different questions in the end).

Another important thing was the design of the cards. It was a task for the graphic designer of the group, Javier. Here you can check  them out:

 

The second part of the task consisted on, once the cards are completed, recovered all of them by topics and reviewed them taking into account the spelling, format, content, design...  That was the best part of the of the process because it was useful for seeing how the rests of the groups carried out the activity, putting our points of view in common and learning from our mistakes.

Analyst: Alicia del Carmen Lova Ortiz.

Translator's Work This Week - Build the questions for being included in the game

CO-EDUCATION : coeducation refers to the system of education where both men and women attend the same institution. Coeducation deals with institutions like schools and colleges which are usually attended by both genders.

CONSTITUTIONAL LAW: the body of law derived from a country's written constitution. It lays down and guides the duties and powers of the government, and the duties and rights of its citizens and residents.

SECTORIAL CONFERENCE OF EDUCATION: an authority of cooperation between the State and autonomous communities with an educational level.

CURRICULUM: The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; and many other things.

SPANISH EDUCATIONAL SYSTEM: Is the set of educational authorities, education professionals and other agents, public and private, to develop regulatory functions, funding or providing services for the exercise of the right to education in Spain, and holders this law, as well as a set of relationships, structures, measures and actions implemented to lend.


TRANSLATOR: Irene Martínez Bermúdez

I am The Facilitator This Week!

This week i am the facilitator in the practice "Changes in The Spanish Educational System Overview: The game", especially in the third step called "Build the questions for being included in the game".

As facilitator, I have to divide, coordinate and organize the work of every member in the group.

Firsly, before starting this activity, we finished our maps. We did it through the maps of the other groups. So, we add and contrast the information.. And finally we had our maps prepared  for this practice!

Secondly, we organize ourselves to do the questions.
In this way, we decided that first we would do the questions of the topics  two and five. This decision was to facilitate the work because these are the issues which we have worked deeply.
Each member of the group had to prepare four questions for each topic. Subsequently, we review our questions of the topics two and five and we choose the most appropriate.

Thirdly, my group and I decided that each member of the group would have to review the rest of the issues in order to know something about them.
After that, each person would make various questions for the rest of topics (1,3,4,6) . Once the questions were made, my group and I chose the best questions.
This was a hard and a little complicated work. However, with effort and constant work, we got to have four appropriate questions for each topic!!

Fourthly, we carry out 24 cards with  a measure of  9x5. Here, the questions appeared!! Work done with a good organization!

Therefore, the organization to do a work is very important! Furthermore, we are many people in my group..In this way if we do not have some coordination, things will be very complicated to carry out.

Facilitator: Natalia Martinez Alcazar

The Journalists Of This Week: "The Game"

This week we have been working on the masnificent game with the questions about the laws and the different topics about Scholar Organization.

This task seemed easier but at the end it wasn´t as easy as we thought. We have been working a couple of weeks on different topics of Organization of the Spanish Educational System, especially topic 2 ( The Primary School) and topic 5 (Administration at Educational Institutions Level), but this week we had to review all the topics and asked four questions each with their respective answers . At all times we have tried to give our best ideas when we were formulating these questions and get them to be as creative and complete as possible to learn all the contents.

For this, it was necessary to read and search for information and documentation about LOE and LOMCE some web links that wee were working on last week: the European document that explains the Spanish Educational System, the LOE (the previous educational law), the new LOMCE and a document from CCOO that makes a comparison between both laws, among others.

When we were trying to formulate the questions we had a look at the forum of the subject on the University webpage to guide us with the different conceptual maps that we had made with the other groups and we made in class last week and picked up the principal changes introduced by LOMCE.

https://aulavirtual.um.es/portal/site/1134_G_2013_N_N/page/49481f2e-8ce6-4421-a9b2-8b31c737787f

Here you have some pictures of our hard days of work, but as you can see we never miss our coffee in the canteen!

Finally we want to share with you this wonderful blog that is helpful for both teachers and students or future teachers:

http://edutech4teachers.edublogs.org/

Journalists of this week: Mariano Castillo and Ana de Lara

STAR: 32 Questions About Topic no. 5 for "The Game"

Greetings!

These are the 32 questions about topic no. 5 for "Changes in The Spanish Educational System Overview: The Game". Our peers from C´mon Tutankamon! rewieved the cards, and our group supervised them. We think they have done a great job.

Give Me 7

-The subject “Conocimiento del medio”, how does it change with new law, LOMCE?

-The head teacher of a school has retired and another must be appointed. There is a teacher at school with 4 years experience and he has the training course on the development of the management function. Could he be a candidate?

-The parent of a student assaults a teacher in a public school. What might be the implications according to LOMCE?

- If a child, who studied the subject of Religion for several years, changes school and wants to continue studying this subject, but the new have to study Civic and Social Values or has the school to offer the subject of Religion?

Brainstorming

-Regarding to the secondary education private centres, who is responsible to promote the curricular specialisation?

-Why are educational centres losing their democratic management with the LOMCE?

-What are the student´s rights as defined at LOMCE?

- In relation to interim staff, who is responsible for the management of their contracts? What is the criteria to contract/maintain interim staff and requisites for their selection?

T8T

-If you happens to be an interim teacher in a School and your time there is over… Is there any possibility that you stay at that school?

-What does it mean “curricular specialization”? Is it going to be run in Primary schools?

-If you were an interim teacher who is part of the general list, what  would be the limitations that LOMCE introduces to choose a school to work in?

-What does “the school development plan include” Name at least 4 items.

The Little Ants

- If you were teacher of the educational institution, could you summarize the school development plan?

-What does the school development plan of the educational institution includes and what are the values in which it is based?

-As for funding of Educational Authorities we can say that they may be bigger in specific case, what case is it?

-What the educational administration do at the beginning of each course?

Step by Step

- In the pedagogical and curricular organization education has to be supported by…

-Can a school choose all the materials and resources they want?

-What is the aim of having coordination between the primary education curriculum and the secondary education curriculum?

-What are the divisions of the sections in the educational framework?

Hide and Seek

-In relation with the economic management made by public educational institution, have they complete autonomy to manage?

-The school has set of rules, which are they?

-What competences related to the educational is assumed by the municipalities?

-In what three areas is where the educational institutions enjoy a wide degree of autonomy?

The Teachleaders

-What are some of the School board´s functions?

-What are the bodies that promote the participation of the students in the university life?

-Which areas can we distinguish in educational institution?

-What are some of the functions of the municipalities in the administration and governance at local level?

Educational Rush Hour

- Which are the main items of the educational project and where are included?

-Which is the annual general procedure of each school according to organizational management?

- The main changes from LOE to LOMCE in each section are…

-Which are the different section of Administration and Governance at Local and/or Institutional Level I and what they talk about?

C´mon Tutankamon!

- What are the three main aspects of the management resources? Can a school get additional resources when it need? How?

-An educational institution is going to prepare its school development plan. What section must be included in? Are there any differences among the actual and the previous law?
 Explain them.

-A new teacher has arrived to a school legislated by the LOMCE, the current law. Is he or she involved in the organizational management of the school? Justify your answer and say how his involvement is.


-What a school development plan is formed by? What does it promote?

STAR: Javier Marín Garcerán

Curator/Farmer's work this week.

This week we have been working in the same topic as last week se we have used the same references from the last week and we haven't changed our pearltree.

The only thing that changes is the activity we have done, which has been different because we had our topics in the conceptual maps but this week we had to make 24 questions each group in order to do cards with these questions and then, in some weeks time we'll play a game with them.

To see our references for this topic (laws LOE and LOMCE) you can see the last week's post of the curator/farmer, which was writen by Javier Marín.

Maria José Herrero Atiénzar.