teacher training

Working Out Loud: Compartiendo mis retos docentes 16-17

Posted on Updated on

No estaría siendo muy honesta si, después de haber publicado mi anterior post, no os contara cuáles son mis retos docentes de este curso. En realidad tengo unos cuantos, y después de saber que si aplico la técnica #WorkingOutLoud tengo la posibilidad de encontrar personas con las que compartir mis inquietudes y avanzar juntos, llega la hora de ponerlos sobre la pantalla. ¿Compartimos retos? #TTTEACHwol

Read the rest of this entry »

Un reto para empezar el curso: Working Out Loud

Posted on Updated on

Feliz curso 2016/2017. Para los que nos dedicamos a la educación el verdadero año nuevo comienza en septiembre, ya que es el momento en el que estrenamos cuadernos nuevos, iniciamos planes, vivimos nuestra particular ‘cuesta’, y también nos cargamos de buenos propósitos. El mío hoy es compartir vosotros qué es el ‘Working Out Loud’ o ‘trabajar en voz alta’, un concepto que he conocido gracias a un interesantísimo MOOC de ScolarTIC, y poneros un reto. ¿Os animáis? Off we go!

Read the rest of this entry »

El desarrollo de políticas lingüísticas: en busca de la sinergia ¿perdida?

Posted on

El pasado mes de febrero he tenido la posibilidad de asistir, un año más, al encuentro sobre enseñanza bilingüe y plurilingüe que organizan el British Council y la Universidad de Alcalá. En esta edición el tema principal era el desarrollo lingüístico y las políticas de enseñanza plurilingüe. El encuentro es un excelente foro de encuentro de universidades  y administraciones educativas de todo el país, con una organización impecable. 

El programa incluye sesiones plenarias y grupos de trabajo, por lo que se incentiva la participación de todos. Cada año tengo la posibilidad de conocer a personas involucradas en el desarrollo de políticas lingüísticas. Este año pude organizar mi agenda para asistir a dos plenarias, la impartida por Sarah Breslin, que nos habló del gran trabajo que están haciendo en el centro europeo de lenguas moderna se; y la inspiradora sesión conducida por Fernando Trujillo, a quien tenía muchas ganas de conocer en persona y que, como buen conocedor de la realidad educativa en el contexto español, señaló la importancia de los Proyectos lingüísticos de centro. 

Además de escuchar estas sesiones, participé en grupo de trabajo en el que fluyeron muchas y enriquecedoras ideas. Me gustaría compartir con vosotros tres ideas que he resaltado como las más importantes de las que me he llevado conmigo después del encuentro. 
  

La primera idea es que todos los participantes creen que estamos en una situación de cambio de paradigma. En concreto se señaló la necesidad de que las administraciones educativas trabajen de la mano con las universidades. No cabe duda de que si se incentiva la innovación y la investigación educativa y se crean canales de comunicación entre los centros y las universidades todos salimos beneficiados. No se pueden dictar políticas educativas sin bajar al campo de trabajo pero tampoco sin escuchar a aquellos que ven llegar nuevos aires por el horizonte. Todos juntos conseguimos más y mejor.

La segunda idea es la importancia de visibilizar los proyectos lingüísticos de centro. Fernando Trujillo en su intervención tocó un tema muy interesante y es que todos los centros tienen un proyecto lingüístico, pero la mayoría no lo sabe. Por tanto, antes de empezar desde cero hay que preguntarse qué estamos haciendo ya y evaluar cómo nos está yendo, y por qué estamos haciendo lo qué hacemos, qué objetivo tiene. A veces en los centros se puede instaurar prácticas rutinarias que se hacen “porque siempre se ha hecho así”. Es hora de ver las raíces de esa idea o práctica y buscar tierra nueva para transplantarla :).

La tercera idea que me llevo es que las universidades quieren hacer cosas diferentes, pero se ven atadas de pies y manos para poder desarrollar muchos de los proyectos que desearían. Los actuales modelos de acreditación y verificación de títulos deberían poder proporcionar un espacio para la innovación y la experimentación, por ejemplo. Otro asunto de suma importancia es la movilidad, aunque la internacionalización es una necesidad en el contexto actual, la realidad es que los convenios suelen surgir de contactos personales con profesorado de otras instituciones, y cada plaza conseguida es fruto del arduo trabajo de los responsables de las oficinas de relaciones internacionales. Sería necesario un apoyo y una estructura que facilitará esta labor.

Como veis, todavía queda mucho por hacer, pero lo mejor del encuentro es comprobar que son (somos)muchas las personas que estamos trabajando por una sociedad con oportunidades de desarrollo lingüístico, de conocer al otro, de entendernos, y de respetarnos. You may say I am a dreamer, but I am not the only one. 

(c) Alberto Roldán/ British Council

Wall of Fame -Nursery Rhymes

Posted on Updated on

Hi everybody! As part of my teaching challenges this academic year, I’m carrying out a project using blogs with a group of students. They are taking the subject “Exploring Children’s literature” in English as part of their curriculum to become Primary Teachers. This group is taking the bilingual itinerary our institution is offering since 2010, and they are about to finish their studies (next June). As part of this project, and every two weeks, I will be publishing the most interesting post I’ve read here. It is what I’ve called “The Wall of Fame” for my students.

The Wall of Fame is happy to welcome Sonsoles Torres, one of my students, who has written a really interesting post on Nursery Rhymes. We worked on Nursery Rhymes in class, and we discovered that many of them have a hidden message. Legend or truth? Who knows! All we know is that nursery rhymes are great resources to help students practise vocabulary, and pronunciation, and Sonsoles is sharing a nice video she produced in class while presenting “Ring a ring of roses” with her classmates.
Sonsoles’ post is available here

Congrats!

XXVII GRETA CONVENTION

Posted on Updated on

GRETA ANNUAL CONFERENCE
GRETA ANNUAL CONFERENCE

The English Teachers Association of Andalusia announces the celebration of its XXVII Curso Anual para la Enseñanza del Inglés (GRETA Annual Conference), which will take place at the Facultad de Filosofía y Letras, University of Granada on 17th, 18thand 19th of  October 2013.

The contents of our sessions will be organised in four main lines of work:

  • ·        Developing students skills successfully in the XXI Century: Practical examples of effective teaching and classroom management, use of new technologies and task based learning.
  • ·         Pragmatic proposals for the Infant, Primary and Secondary Classroom.
  • ·         English for Specific Purposes in Vocational Training Courses.
  • ·         CLIL Methodology in Bilingual Programmes, ELT and Content teaching, tailor-made courses for specific teacher training needs.

Registration is now open and available here: http://www.gretaassociation.org/web/guest/curso-anual-2013

4th Day at the Bilingual Campus

Posted on Updated on

We finished our Bilingual Campus with a day on Culture (or Community or Citizenship, depending on the authors :)). We started the morning sessions with Edward Marks, from Building English Language School (Madrid), who gave a talk entitled “Art, Culture and Language Learning”. His motto for this session was: Your classroom is a canvas; your classroom is your world. And during the session he presented English as a ‘land’ full with possibilities, as this image show.

English is full with possibilities
English is full with possibilities

His was a very practical, dynamic and interactive session full with ideas to make the most of a work of art using TPR, Theatre, Music and Science as the main elements. Participants enjoyed putting his ideas into practice, and considered that his crosscurricular perspective of teaching was really interesting. Even though he admitted that his teaching conditions are very different from the ones a Primary teacher may have, as he is running a Language School, he also highlighted the idea of the teacher as an active ‘player’ in class which helps students think and speak as much as possible.

Edward Marks
Edward Marks

The second morning session was run by prof. Josue Llull, one of my colleagues, and the wisest person I have ever known 🙂 He works in the field of Social Sciences, and this time he concentrated on Heritage Education. In his talk he emphasized how important heritage is, and how heritage is linked to affection and respect. For this reason, heritage education should be included in Infant and Primary Education. He believes that teachers can introduce activities and projects working on Heritage Education in their classrooms, but that they can also benefit from the many resources which are available on the Internet. In fact, he presented some nice ideas from the Kids’ Council of the National Trust in England , and an experience he has conducted with University Students using a blog. Finally, he invited us to use his blog to find out more ideas and practical resources.

Josué Llull
Josué Llull

After Josue’s session, it was time for the farewell party. Josue and Matthew thanked all the people involved in the organisation of the event, our Student Helpers, Rebeca and Alberto, the Campus Secretary, Rocío, our Assistant teachers, James and Ana, and of course! they thanked all people participating for their enthusiasm and active role during the sessions. Then, they shared out the Course Certificates (Congrats to all of you!), and the American BBQ party was started (we joined Americans in their 4th July celebrations!).

American BBQ
American BBQ

We hope this was a nice experience for everybody, and see you next time, hopefully in the 4th Edition of our Bilingual Campus!

3rd day at the Bilingual Campus – Communication

Posted on Updated on

Our 3rd day at the Bilingual Campus was devoted to Communication. We started the morning sessions with Sheena Mitchell (Macmillan ELT Trainer) who presented a workshop entitled “Skills for CLIL”. Sheena went through four main skills she believes CLIL teachers should have and CLIL students should acquire and develop; these are a) activating prior knowledge; b) go for more cognitive language; c) work on more academic and subject-specific language; and finally d) metacognition (learning to learn). To put these areas into practice we worked with several techniques and resources, such as the KWL charts, mindmaps, etc.

Making questions with Sheena
Making questions with Sheena

From her session, I highlighted two main ideas. The first one is that CALP is a very important issue in the CLIL classroom, and it is very important to integrate it. We cannot teach the lesson as if our students were native English speakers and then stop the lesson to revise a language point, which may be disconnected from what they are doing. It is extremely important to support input and output so that students can develop their CALP while learning the content.

The second important thing I took from Sheena’s session is questions. It is very important to make the appropriate questions and I’m not just thinking about the teacher as the question-maker, students should learn to make appropriate questions. I loved how Sheena connected this idea to thinking skills, and talked about skinny questions and fat questions, based on Dale and Tanner’s proposal.

From a more practical point of view, she brought some interesting resources in the class. We learned how to use hulla hoops to make ven diagrams, how to make the most of wordwalls and eva foam :). Also, she shared how to make youtube work without having those disturbing ads around. Just by typing the word “quiet” after www. in the browser, these will disappear.

The second session of the day was conducted by my colleague, Matthew Johnson. His session was focused on Scaffolding input and output. What I loved most of Matthew’s session is that he not only talked about main issues concerning CLIL but put them into practice while explaining them. This is something I miss much in seminars. Many experts talk about how student-centred teaching-learning is very important, but they do it using a teacher-centred, lecture-based session!

Matthew's session
Matthew’s session

Matthew talked about the concept of scaffolding, how teachers may conceptualise it in very different ways, and how we can implement it in class. To do so, participants’ voices were heard and considered. After this, we reflected on why texts may be considered difficult in the CLIL classroom and we discovered that the difficult thing is really the task, not the text. Then, Matthew gave a wide range of ideas to work with texts in the classroom, activating schemata, and enhancing students’ comprehension. The session was so active and interesting that participants didn’t want to stop (even if it was lunch time!)

CLIL teachers scaffolding
CLIL teachers scaffolding
CLIL teachers scaffolding a text
CLIL teachers scaffolding a text
CLIL teachers creating a poster
CLIL teachers creating a poster
CLIL teachers enjoying presentations
CLIL teachers enjoying presentations

In the afternoon, participants had the chance to meet Joseph Parkin (Edelvives Phonics Trainer) presenting a talk on Pronunciation, and they also participated in an interactive Theatre play entitled “A tribute to Catherine of Aragon and the Fallen at Flodden Fleid”, conducted by Soirée Creations.

And today… let’s go for CULTURE!