ROLES 4º WEEK

The roles for this week are:

• ·         Ainara: Facilitator
• ·         Elena: Star + tracker
• ·         Noelia: Analist
• ·         María: Journalist

Our Speech - Dark side of textbooks

MAKING OFF:

 The way that we thought to do our speech was, first we took a ladder and a clothesline and we put a cloth over this as this seems like a stand.

 Then took another cloth and we held with the closet doors and we set it like a background. And finally we put sheets with messages in the background as a subliminal message.

So we got something like that:

TRANSCRIPTION IN ENGLISH:

Ladies and gentlman welcome to the colour chameleon ladies company!

         I´m going to talk you about  the use of textbooks at schools.

         Nowadays is absurd using texbooks in the classroomss since we are in the new technologies age.  Textbooks have a lot of prblems. 


Children are given those books as they were a “Bible” and doing that, we transmit them the feeling that they must believe everything that they read but, insead of that, it´s essential for them to learn to search information and discriminate it. They must learn to contrast sources as well. 


Besides that, textbooks involve a great economic cost, the editorials have earnt 900 million of euros and produce a big waste of paper for the world contributing to the felling trees.

During my academic life I have seen a lot of times teachers criticizing textbooks because of the lack of contents, the mistakes in their pages or the exessive amount of topics that they have. However,  I have realized that teachers haven´t taken into account those problems in textbooks and they have decided using them. So, textbooks have been considerated, for some years, as a necessary and essential tool for teachers and editorials have oberved that, so textbooks have become on a business.

Then, since publishing companies decide the content of textbooks, making a curricular concretion, a certain pedagogical theory and certain didactics; they show that they are only interested on their business that influence on government learning politics, so teachers don´t choose the contents that transmit to their pupils.

In that case we can ask ourselves: who are editorials to decide learning of our pupils? , aren´t we able to do it after studing our degree ? so what have served all the hours that we have spent studing primary edcation for ?, if we are docile to textbooks , our job consists of read statement exercises and correct them with the textbooks key , unfortunately there are teachers who think by this way and they think about books as tools that can make them save them time, effort and hard working.

So this idea of textbooks implies a lack of professionalism of teachers. One of the solutions that we propose in order to change this situation is the possibility that teachers could decide which are the correct contents to transmit to their pupils.

Another conflict caused by textbooks is that those “bibles” contain some ideas that are transmited to children in order to turn them on a prototype of perfect pupil and the rest of children must be like this perfect pupil. This fact doesn´t take into account the student diversity in the classroom.

Textbooks are able to determine a certain way of understand the teaching and learning process. Then, new generations of teachers aren´t able to conceive a way of teaching without textbooks and they conceive them as a necessity.

In conclusion, and after reflecting about this issue i can assert: Yes, I imagine education without textbooks! And how alternative tool I suggest leaving textbooks and using ICT to prepare their classes in order to use their imagination and their experience to manage that children have curiosity and  learning wishes.

SO TEACHERS INNOVATE YOURSHELVES! 

__________________________________________

TRANSCRIPTION IN SPANISH: 

Señoras y señores, bienvenidos a la compañía “Camaleones de colores”
Voy a hablaros sobre el uso de los libros de texto en las escuelas.

Hoy en día es absurdo usar libros de texto en las aulas en la era de la tecnología.
Los libros de texto tienen muchos problemas. Se les dan a los niños como si en esos libros fueran una ‘Biblia’ y haciendo esto, les estamos transmitiendo la sensación de que deben de creer todo lo que ellos leen, pero además de esto es imprescindible para ellos que aprendan a buscar la información y a discriminarla. Deben de aprender a contrastar fuentes.

Además de esto, los libros de texto suponen un gran gasto económico importante, las editoriales han ganado 900 millones de euros, y producen un gran gasto económico de papel para el mundo contribuyendo así con la tala de árboles.

A lo largo de mi vida estudiantil he visto muchas veces profesores criticando los libros de texto por la falta de contenidos, los errores en sus hojas o por el excesivo temario que tienen. Sin embargo, me he dado cuenta de que los profesores no tienen en cuenta estos problemas en los libros de texto y deciden usarlos. 


Por lo que los libros de texto son considerados desde hace muchos años como una herramienta necesaria e imprescindible para los profesores y las editoriales han observado esto por lo que los libros de texto se han convertido en un negocio.

Entonces, las editoriales deciden el contenido de los libros, creando unas concreciones curriculares, una determinada teoría pedagógica y didácticas determinadas. Ellos están solamente interesados en su negocio que influye en las políticas educativas de los gobiernos, por lo que los profesores no eligen los contenidos que trasmiten a sus alumnos.

En este caso podemos preguntarnos a nosotros mismos: ¿Quiénes son las editoriales para decidir la enseñanza de nuestros alumnos? ¿no somos nosotros capaces de hacerlo después de estudiar nuestra carrera? Y entonces ¿para qué han servido todas las horas que nosotros hemos gastado estudiando educación primaria?. 


Si nosotros somos dóciles a los libros de texto, nuestro trabajo consiste entonces en leer el enunciado de los ejercicios y corregirlos con el libro de soluciones. Desafortunadamente hay profesores que piensan de esta manera y piensan sobre los libros de texto como una herramienta que les ahorra a ellos tiempo, esfuerzo y trabajo.

Por lo que esta idea de los libros de texto supone la falta de profesionalidad de los profesores. Una de las soluciones  que nosotras proponemos para cambiar esta situación es la posibilidad de que los maestros puedan decidir cuales son los contenidos correctos para transmitir a sus alumnos.

Otro conflicto causado por los libros de texto  es que estas “biblias” contienen muchas ideas las cuales son transmitidas a los niños con el fin de convertirlos en un prototipo de alumno ideal y el resto de los niños debe ser como este alumno perfecto. Este hecho no tiene en cuenta la diversidad de los alumnos en el aula.

Los libros de texto son capaces de determinar una única manera de entender el proceso enseñanza y aprendizaje. Entonces las nuevas generaciones de profesores no son capaces de concebir una manera de enseñanza sin libros de texto y ellos los conciben como una necesidad.

En conclusión y tras reflexionar sobre este tema, puedo afirmar:

 Sí, ¡imagino una educación sin libro de texto! 

Y como herramienta alternativa sugiero dejar los libros de texto a un lado y usar las TIC para preparar sus clases para así usar vuestra imaginación y vuestra experiencia para conseguir que los niños tengan deseos de la curiosidad y el aprendizaje

Por lo que profesores... ¡Innovaros!

OUR REFLECTION 3º WEEK

 OUR REFLECTION ABOUT THIS THIRD WEEK

Hello people! I’m María, the analyst this week.

I´m going to reflect about the activities done during this week.

·                     What was the best part of the activities?

The best part of the activity was planning how was to be the staging. Also preparing de scene for record. And at the end realize that the effort was worth it when we saw the results.

·                     What was the worse of the activities?

The worst of the activity was find the information and write what we would say in our speech. In addition, when we had to repeat some scenes many times. 

·                     What was the best moment of the week (in the work of the group)?

The best moment of the week was without doubt the moment of the recording because of we had a good time laughing because Ainara had to be into her role and this was very funny for us.

·                     What was the worse?

The worst moment was when I had to create the whole video because of I had to search some programs to rotate the videos, put subtitles as fast as were possible, cut the videos... And I spent a lot of time doing that.

·                     What have you learnt?

We have known the dark side of textbooks, the importance of using videos, how to make a speech, we learned some programs to edit videos and also how to create video.

·                     What do you need to conserve -as a group- for the next weeks?

We have to keep as a group our desire to work hard, also keep it the good way that we complement us together and our good humor in difficult times.

·                     What do you need to improve –as a group- for the next weeks?

We have to improve as a group not to overwhelm us somtimes and also divide some tasks better.

References

HELLO  I'M AINARA THE TRACKER THIS WEEK AND ALSO THE STAR.

For doing the speech we have researched the information in some webpages and in some documents that Linda has given to us. 

Webs:

http://www.google.es/imghp?hl=es&tab=wi

https://aulavirtual.um.es/portal

Documents:

“

Analysis of the last week, by star AINARA

The journal of these weeks

HELLO EVERYBODY! 

I'M NOELIA, THE JOURNALIST AGAIN THIS WEEK 

:)  

Last week we were talking about the video. 

Here there are 10 point about the video.

1º   It's not only for being seen 

2º   The video doesn't have to last more than 10 - 25 minutes. It must be as short as posible   and concrete.

3º   the teacher doesn't have to have the tv remote

4º   It doesn't have to teach only an objetive. Children can learn more things about the topic.

5º   The video doesn't have to be on tapes or discs. You can bring the movie in a pen drive.

6º   Not only in the classroom

7º   It is not safer at home than in class

8º   Teacher is not the only transmiter and not only the receiver

9º   A video can't replace a teacher.

10º  Any technology can replace a teacher.

This week we are talking about the dark side of text books. 
We must explain the dark side of books of one of these ways. 

• Tv advertisement 
• Speech 5- 8 min
• Comic
• Time line 
• Pechakucha
• Story fable or myth 

Today party!

Chameleon ladies were in the party of economic today, 

we had a good time together and 

we promise that tomorrow we are going to be with a lot of energy for Linda's class. :-)

Our stopmotion

NOW, HERE IS OUR VIDEO ABOUT STOP MOTION!!

Transcription of the story:

When  the sun was coming down and the moon was going up...

Two hungry and braves dinosauries started to fight

 in order to get the best piece of meat of a poor and dead dinosaur.

-Dinogrande:    This dinosaur is mine!

-Dinopene:    No! I saw it before!

-Dinogrande:    I try to get it with my mouth!

Dinogrande ran and ran with the dead dinosaur in his mouth, 

so Dinopene couldn't eat anything that night.

Dynamic of the group

Hi! I´m Elena the facilitator of this week

This have been our task this week, now I´m going to show you how we have worked during this week!

The main task of this week has been stopmotion, which consists of taking a lot of photographies to make a video. On Wednesday, we spent all the day preparing it.

It has taken us a lot of hard work since we needed to be hidden under our laptop in order not to show our faces or our fingers moving the dinosaurs and the other components of the scenery. 

As well, we had to take a lot of different photos to know which was the best because it isn´t easy to coordinate the movement of the animals and our voices.

Thanks to our great effort we could create a wonderful video with a nice story and we are very proud of doig it!

MARIA'S BIRTHDAY!

TODAY IS MY BIRTHDAY! :-) 

THANKS FOR MY CLASSMATE-FRIENDS 

FOR THE PRESENTS! I LOVE THEM!

THEY ARE SO NICE! :-)

Working in Stopmotion

Today we were working all the morning

 in the Stopmotion :-)

Coming soon!

Seminary with Manel Rives

I'M NOELIA THE JOURNALIST!!

On Monday, we had a seminary with a teacher of Galicia called Manel Rives, 

who explain us the methodology that he used teaching his students. 

He told us that he doesn't use books for explaining things to students, he use tablets, computers and a lot of programmes for learning different things for example:

how to wok in groups, how to explain different topics making a comic, how organize your ideas, how to inprove your creativity...

Manel is a different teacher, he makes different things with children but this children learn a lot of things playing. They learn also concepts and methodology of study.

We have realised that another type of teaching could be possible!!!!

And we love it! 

We can experiment the exercises that Manel said to their students. We make comic of dinosauries and a story in the toontastic (a programme of ipad)

We really like this activity and we think that all teachers should be like him :D :D :D

Some pictures about the seminary, and the activities that we did:

- OUR COMIC :

OUR ANIMATION: 

Title: "Amor prohibido"

Director: Camasaurias

ROLES 3ª WEEK

THE ROLES OF THIS WEEK WILL BE:

• AINARA:     STAR + TRACKER
• ELENA:       FACILITATOR
• NOELIA:     JOURNALIST
• MARÍA:       ANALIST
  

Our Pechakucha in live!

Hello everybody! 

We did the Pechakucha Exposition that we explain in class on friday with Knovio to improve our presentation, (Sorry, but we don't know why is heard a little noise when we speak) :-S

This were the exposition in class, we were so nervous!

We hope that you enjoy it!

OUR EVALUATION THIS 2º WEEK

  OUR REFLECTION ABOUT THIS SECOND WEEK

Hi, i´m Elena the analyst and i´m going to reflect about the activities done during this week.

• What was the best part of the activities?

It was the exposition on Friday where two stars of each group explained us a proyect focusing it by the TPACK theory and the curriculum implementation. This is the best part because we could learn and review the knowledges that we saw on the previous Monday, i mean, this exposition allowed us complain the knowledges perfectly.

• What was the worse of the activities?

Maybe the worse part could be a part of the preparation of the exposition because we had a very short time to prepair it since we had a lot of works to do for this week, and we were a bit nervous about the time but finally we could finish it calmly.

 

• What was the best moment of the week (in the work of the group)?

It was the time to prepair the exibition because although we went a lot of hours preparing it and as i have said in the previous question we were sometimes a bit overwhlemed, we learnt a lot doing it and we ate together in the faculty and we had a good time doing it.

• What was the worse?

The worse moment were the pressure that we felt sometimes when we though that we couldn´t finish preparating the exposition in time.

• What have you learnt?

As every week, we have learnt new knowledges about the school organization and we have learnt how to transmit and approach it thanks to the exposition and of course, thanks to our fantastic stars who have demonstrated that they know how to do it. Also how consist the Pechakucha exposition.

• What do you need to conserve -as a group- for the next weeks?

An essencial thing that we must conserve in our group is our facility to coordinate ourselves, because we are a very united group and this fact can make us to do better our tasks.

As well we need to follow hard working because without it anybody is able to make correctly an assignment.

• What do you need to improve –as a group- for the next weeks?

Perhaps we could manage better our time in order to try each week not to be nervous or under pressure to finish the task.

The best and the worse thing about the 'Pechakucha' poject.

Hi, I'm Ainara, the journalist this week. :)
On Friday each group showed its projects of Pechakucha and Linda ordered to us to evaluate the best and the worse things about the classroom group. Next I write you the valuations which we did.

I KNOW WHAT YOU DID...
+ The best thing: Start are very coordinated and they know how to transmit most interesting things of their topic. Although there were a lot of people talking when they were doing the presentation, they knew how to continue speaking without paying attention to the people who were talking.
- The worse thing: maybe they had to take account the time of each slides, because sometimes it spare time for them to explain it.

THE CHALK DRIVERS.
+ The best thing: very good presentation, we mean they have started very well.
- The worse thing: some slides weren't clear, for example there was too much information for one slide, and sometimes letter wasn't big enough.

NEVER TOO LATE.
+ The best thing: good pictures and real examples to reflex their proyect.
- The worse thing: lack of self-concius.

BROKEN DREAMS.
+ The best thing: original and lovely slides, besides this nice design; those slices reflex very well the project of this group.
- The worse thing: lack of preparation because in the middle of the presentation some slides disappeared and they have had to stop so they hasn't have into account that the program could change the slides. They have made more slides than they were able to do. Finally they stop the communication when a slice changes.

THE BEST GROUP OF BILINGUAL.
+ The best thing: they have made a great effort to show their project as better as they can.
- The worse thing: lack of preparation since, they don't know all the information about their project so, they don't know how to transmit it.

HAKUNA MATATEROS.
+ The best thing: original slides to reflex that they want to transmit.

-  The worse thing: in the middle of their presentation we didn't know which the name of their project is and we didn't see anything clear that show us their topic although the pictures are original. 

Trailer elecciones

HERE IS A VIDEO ABOUT THE PARLIAMENT

WE HAVE DONE OUR WORK OF PECHAKUCHA ABOUT THIS :)

References - Tracker

Hi! EVERYBODY 

I'M NOELIA THE TRACKER THIS WEEK AND ALSO THE STAR

For doing the work of PECHAKUCHA, we have researched the information in some webpages and in some documents that Linda has given to us. 

Now here there are:

Webs:

1. http://recursostic.educacion.es/buenaspracticas20/web/es/primaria/391-creamos-un-parlamento

2. http://www.google.es/imghp?hl=es&tab=wi

3. https://aulavirtual.um.es/portal

4. http://www.um.es/atica/contenidos/streaming/FLASH/player2.php?formato=169&video=473/1789.mp4

5. http://www.um.es/atica/contenidos/streaming/FLASH/player2.php?formato=169&video=473/1788.mp4

Documents:

_the curriculum implementation

_TPACK theory

Tomorrow... Pechakucha Exposition!

I'M THE FACILITATOR MARIA
After a hard week working in this exposition... Tomorrow Noelia and me are going to explain it!
We will do it as better as possible... (nervous :-S) 


- On tuesday, we were having lunch in the university and having a long time preparing the powerpoint and the exposition (until they drove us away because they blocked the classrooms) we were the last to leave the university!! We got crazy!

 

(This were our fantastic suite)

- On Wednesday, we meeting again to finish the powerpoint because we had a lot of problems with the program! It didn't work well... and also we started to write the explanation of each slide.

- Today, we were finishing the explanation of the slides, because we were some problems to put all the information in 20'', we are so nervous about the time...

And Noelia and me we were practising the exposition...

We want that this week finish now... we are so tired!