Ufff! No sé qué hacer en casa! Leo en las redes sociales a los padres, madres, familias...
Aquí les ofrecemos 3 estrategias que te ayudarán en los estudios en casa.
1) A clase!!!! La importancia de tener un horario o una rutina de estudio.
Un horario ayuda a recrear la jornada escolar. Por lo que si empezamos la clase a la misma hora que cuando ibas a la escuela, les ayudará en su rutina.
Si crees que no es necesario un horario, intenta crear unas normas para crear un hábito de estudio.
2) Materiales en casa, nuestro mejor apoyo.
Proveer materiales a tus "estudiantes-hijos" es muy importante, y aún mejor si estos materiales se pueden usar con las manos, ya que les ayudará a comprender la parte abstracta del estudio, especialmente en matemáticas.
En muchos videos verás materiales "profesionales", en la cocina encontrarás todo los que necesita: lentejas, palillos,...
Este consejo es recomendable para las etapas de Educación Infantil y Primaria, aunque también se pueden usar a otros niveles superiores si fuera necesario.
3) Cuéntame, ¿qué aprendiste hoy?
Asegurate de que lecturas, tareas y actividades estén hechas. Una buena manera de comprobarlo es al final del tiempo dedicado a cada lección o asignatura hacer preguntas de comprensión como ¿qué aprendiste hoy? ¿cómo termina la historia/cuento/lectura? ¿cómo son sus personajes?
Explicar y enseñar a otros, según la taxonomía de Bloom, es una de las estrategias de aprendizaje.
Si crees que necesitan algún refuerzo, comunicalo a sus maestros/as, ellos sabrán aconsejarles.
No te olvides de felicitarles por el gran trabajo realizado. Una vez hayan trabajado tienen tiempo para relajarse y divertirse, a todos nos gusta ser premiados ;)
Desde que empezaron las noticias sobre la expansión del virus Covid-19 por todo el mundo, las escuelas empezaron a cerrar sus aulas y abrir sus pantallas. El cierre abrupto de las escuelas fue un cambio brusco en el proceso de enseñanza-aprendizaje.
La enseñanza a distancia es una forma de distancia social. De hecho, es una de las mejores formas de detener la expansión del coronavirus y tenerlo bajo control. Sin embargo, esta distancia puede llegar a ser un obstáculo.
Enseñanza en red para todos.
La enseñanza a distancia a través de los dispositivos tecnológicos, conocido por el término anglosajón "e-learning", ha traido muchos cambios a nuestros "deberes" diarios. Para los que ya hicimos estudios online en el pasado esto no es más que una continuación de lo ya vivido. Para otros, muchos, es un reto, un desafío al que sacarle el mejor partido posible en el menor tiempo posible, sus estudiantes y sus familias les esperan.
Ms Castaneda es una antigua compañera de trabajo, maestra de educación primaria. A diario Ms. C. usa su computadora para acceder a los recursos en linea ya sea para poner canciones, videos u otros recursos audiovisuales que apoyan su lección. En ocasiones, publica alguna foto en las redes sociales e intenta comunicarse con sus familias a través de este medio. Siempre hay alguna queja del uso de redes sociales o comunicación digital por parte de alguna familia, pero es parte de nuestro proceso docente.
Sigue tu ritmo, pon límites.
Al igual que en la escuela, tanto docentes como estudiantes tenemos un horario que cumplir. Hay muchos horarios circulando por la red que les pueden servir de ayuda o de inspiración. Tener un horario o calendario con las tareas a hacer nos ayudará a organizanos nuestro tiempo. De hecho, el no tener un horario puede dar la sensación de tener que estar ocupado o trabajando las 24 horas. ¿Qué ocurre después? El síndrome de "burnout". Esta sensación no solo afecta a los docentes, con la idea de que tienen que compartir todas las ideas que encuentren interesantes en Internet con decenas de actividades; o los estudiantes, que si no se organizan pueden estar haciendo la tarea hasta la hora de la cena, con lo que afecta al resto de sus familias.
Comunicación y más comunicación.
Establecer una comunicación fluida con los estudiantes y con los docentes es la mejor manera de que todo salga bien. Las familias conocen a sus hijos/as pero no como estudiantes de escuela, ya que allí hay normas, horarios, y muchas más cosas que influyen sus vidas académicas. En casa, las familias deben informarse y comprender este hecho, al igual que un trabajo, el estudio requiere de unas condiciones para que todo salga bien, y sobre todo constancia.
La comunicación del equipo docente es vital. Un consenso en el programa de actuación es muy importante, ya que ayudará a los estudiantes y familias a reducir su posible frustración por ejemplo si un docente envía muchas más actividades o lecturas que sus compañeros/as.
En este proceso hay pros y contras, como en todo, pero a pesar de la distancia estamos todos conectados. Aprovecha tus medios de información y comunicación para preguntar y resolver tus dudas, TODAS. En definitiva hay algo que no cambia, la misión de las familias y escuelas CONTINÚA siendo la misma, el éxito personal y profesional para todos los estudiantes.
Entre todos juntos podremos superarlo sin dejar de aprender en casa.
Durante el confinamiento o aislamiento por el COVID-19 (o coronavirus), la mayoría de las escuelas cerrados. Como educador siento la necesidad de ayudar, aunque sea con poco, a las familias y los docentes que buscan ayuda. A nivel profesional educativo, los docentes tienen la tarea de descubrir nuevas formas de desarrollar su actividad, cómo hacer sus lecciones y actividades a distancia para sus estudiantes. Las familias y tutores legales, desde sus hogares, tratan de ayudar a sus hijos/as con sus estudios. Por esta razón les comparto una lista de recursos virtuales educativos, a los que podrán acceder desde sus dispositivos móviles digitales o computadores y ordenadores.
Es una web y app de aprendizaje que incluye lecciones, actividades, canciones, lecturas y otros recursos y materiales para todas las asignaturas de Educación Infantil y Primaria.
Es una biblioteca en tu bolsillo, bueno en celular o tableta ;)
Aquí podrás encontrar lecturas para todas las edades y para todos los gustos. No hay excusas para no leer.
Esta web tiene muchos juegos online que tanto gustan a nuestros estudiantes, incluso hay algunos "escape rooms". Creo que es una buena manera de hacer una pausa si tus hijos/as leen o ven videos por mucho tiempo.
Es una web a la carta, aquí puedes encontrar lo que estás buscando. Usas la barra de búsqueda y seleccionas el curso/grado y aparecerán muchos recursos, actividades,... Además si valoras las actividades o recursos descargados TpT te premia.
Create tu perfil y empieza a ayudar a tus peques en casa con lo que necesitan.
¡Hay muchas actividades y recursos GRATIS! ¡IMPORTANTE! Pregunta a tu director/a - principal si la escuela tiene cuenta con TpT porque la escuela puede pedir los recursos a través de los maestros/as.
¡IMPORTANTE! Pregunta a tu maestro/a si la escuela tiene cuenta con TpT porque la escuela puede pedir los recursos a través del director/a - principal.
Infographics are a visual representation that includes maps, charts, graphs and diagrams that allow simple, complex concepts to be communicated.
Why use infographics?
Analysis presentation: helps to better understand the information presented thanks to visual support, schematization, and organization skills.
Content resource: a good way to explain content and information of the subject or lesson.
Motivation: Learning becomes more enjoyable and easier
Social media and learning: infographics create greater participation (interaction) in social networks, increasing the visibility of the message in the online environment.
We humanize material: content that is more affable and familiar as it is easily understood.
We help us remember: we have a tendency to recall more what we see than what we hear.
Be careful with all these factors while designing your infographics:
Be creative: copying graphic ideas from other infographics should be avoided.
Text & Pictures: Graphically, an infographic should be rich avoiding building it with a lot of text.
Color: Effective contrast colors should be used to encourage reading. An outstanding color selection method is color.adobe.com
Fonts: An infographic should have a creative use of fonts and letter sizes. The Dafont.com site contains a wide variety of sources that can be used as a reference.
Icons: An infographic will include basic symbols (icons) in order to communicate properly. The Iconarchive.com site has very good material.
Tools for making infographics
The main free tools for creating infographic elements:
- PiktoChart is a web tool that allows you to create beautiful infographics from a few models and artifacts that are added with a quick drag and drop. It allows you to customize colors and fonts in just a click, being very easy to use. The free option is a bit limited but it allows you to make easy infographics.
How To Create a Piktochart Infographic Easily
- Canva is a software tool that allows people who are not designers to design and create images for the Web. It has free templates to develop infographics easily.
How To Create Infographics (The Ultra-Simple & Easy Way)
The existence of urban schools with lack of resources - whether of a human or material nature - in which the quality of the students' performances (according to the standard test system) is degraded is not a new problem at all. What is new is, on the one hand, an awareness of the extent of the phenomenon and, on the other hand, the growing willingness of education professionals to be slowed down. This will is even more intense because the situation of the members of the disadvantaged urban schools is, in some cases, worrisome, and because the intervention of the public authorities often develops under the pressure of urgency.
Stopping the degradation of these schools can not be done without a strong and prolonged action by the public authorities aimed at improving the learning conditions in these schools, favoring the integration and inclusion of all their students, meeting their needs and guaranteeing education. quality. The local public administrations are the first calls to face this challenge.
The means of intervention available from public administrations are multiple. With a different weight, the improvement of infrastructures and facilities, the creation of activities for the school community and of quality educational development, the promotion of the active participation of parents in the school life and the improvement of public services offered in these areas are among the measures adopted by various countries in this area.
On the other hand, we must not forget that prevention is always easier than cure. The effective measures applied in urban schools can be applied to other schools, in order to avoid the creation of "contagions" that entail the degradation of the living conditions and the segregation of the members of those school communities.
It is more about creating in these urban school communities an active and dynamic system for the active parent engagement with a huge variety of activities, so as to favor the integration of all the members of these communities and to accompany them in their efforts of social reintegration. The "reforms" and experiences are structured around the following axes:
- Make the parent activities closest to the the school community members, and therefore more accessible from all points of view;
- Respond better to the specific needs of the students of these urban schools;
- Improve efficiency in order to avoid wasting resources and the lack of control of the school budget.
In short, the reforms undertaken in the field of public urban schools offered in other areas should also be articulated around three axes: more proximity, better adaptation to needs and more efficiency.
The social factor
At the "internal" level, the poor school life conditions of the affected schools implied a reduction in quality, which obviously attracted families with low educational resources and expectations. This negative selection worsened the teaching conditions and the scope was closed in this way.
At the "external" level, relations between members of urban school communities and the rest of the population have become increasingly tense: Different conditions and unequal opportunities have often led to isolation, marginalization and of blaming students and members of urban schools with difficulties. The reaction of these has been the rejection of the values of the majority and the provocation, which, in turn, has reinforced the marginalization.
In addition, in some schools there are ethnic influences that increase the isolation and self-isolation of the inhabitants and, therefore, create an additional barrier between them and the rest of the population.
The economic factor
A large part of urban schools belong to neighborhoods or working districts of large cities. The general economic reconversion is not the only factor that has generated the economic decline of these areas. Indeed, economic development needs particular conditions that are often not found in these educational centers (infrastructures and services). Another important factor affects the general climate of insecurity.
The economic decline, which implies a further reduction in income, has condemned small merchants and has further degraded the economic level of disadvantaged neighborhoods.
The inhabitants of these neighborhoods complain precisely about the inequality of opportunities in the labor market: often ineffective educational and training systems offer them little job prospects in a situation in which the unemployment rate is high. To this are added the prejudices
existing against the inhabitants of these neighborhoods, and even discrimination when hiring them because of ethnic origin, which further reduce their chances of finding a job.
Faced with these problems in the labor market, some members of urban schools are tempted to reject this system en bloc and to look for other schools in more "favored" areas and, eventually, the transfer to other schools with better reputation.
This reinforces the stigmatization of those who are victims and the distrust of potential teachers and educators, which only increases the barriers to hiring personnel for the school.
its students, which constitutes a not insignificant threat on the development of learning, and especially the one that develops in this type of centers.
The political-educational factor
Students in urban schools are underperforming, so they are not considered "good" in the district's school categories and therefore receive less aid.
Some, such as recent migrant students or those who have not completed the necessary procedures, do not obtain even the minimum, which contributes to lowering the general average of the school. In fact, these schools are clearly
margin of the political process. There is a risk of a complete rejection of the political system byIt even happens that some administrators and teachers fall into the trap of the collective blaming of these students (especially for lack of support and understanding of the educational activity) and try to interpret them as feelings of rejection. Widely mediated, such an attitude can only reinforce the feeling of marginalization and the distrust of the students of these educational centers.
Possible measures:
- Better delimit the covered areas
- Formation in sociological and psychological studies
- Verify the possibility of having a flexible definition at the national/state/local level of these areas
- Reform services in order to take responsibility for people, and not for problems
- Specialize the Administration according to the needs of students and school community members.
- Improve the accessibility of services.
- Reform services from a global, integrated perspective
- Improve the exchange of information.
- Search for synergies
- Guarantee coordination and cooperation, both horizontally and vertically, between public administrations.
- Associate and maintain relationships with educational entities in the environment as well as parent associations, for example.
- Respond to specific needs
- Apply reception programs for students with needs, encourage non-profit private initiatives in this field and participate in them.
- Improve the framework of the urban school community
- Improve education and professional development systems
- Strengthen and stimulate communication with all members of the community as well as the use of information technologies
- Apply effective participatory systems
The development of a specific and comprehensive policy for disadvantaged urban schools should be one of the priorities of public authorities, in the context of urban policies of the 21st century. This policy for these centers should be presided over by a strategic vision, encompassing, connecting
and coordinate all sectoral actions on these areas (education, services to students and families, parent engagement programs,...) and at the same time requires coordinated action by all public and private powers to achieve the greatest possible synergy, coherence of the actions and a saving of scarce resources. Only in this way will it be possible to remove its inhabitants from the "vicious" social, economic and political that grips them and that reciprocally feed each other.
1. choose 2 - 3 unique features listed on pages 4 - 8 of ch 1. Reflect on your ideas and issues with these features. What are your personal experiences and implications for urban education in the 21st century.
2. See pp. 32 - 34, etc. How do the concepts of cultural competence, critical literacy, and critical consciousness connect with ideas and issues in urban education? What are possible practical contexts regarding these ideas?
3. See the last paragragh on ch 2 - pp 38 and 39. How does this statement link to your thoughts regarding urban education?
1. The features that I chose are the following:
- Urban areas and urban schools have a higher rate of ethnic, racial, and religious diversity.
“The frustration of such teachers and staff members is exacerbated by the perception that few care about the well-being and the success of these students”.
“Along with these voluntary immigrants, urban schools serve students whose ancestors were involuntary immigrants who share a history of discrimination and injustice. Each of these groups experiences problems unique to its background, and urban educators need to understand and know how to address these concerns".
- Urban schools are characterized by linguistic diversity.
“Because of their large immigrant populations, urban schools have more students speaking different languages."
I chose these three unique features because they are related to diversity: cultural, socioeconomical, linguistic and others. I found an article “Immigrant Children” by Child Trends.org that is related to this idea of diversity that shows the number of first- and second-generation immigrant children in the United States. This number grew more than the double in less than 20 years.
“The population of first- and second-generation immigrant children in the United States grew by 51 percent between 1995 and 2014, to 18.7 million, or one-quarter of all U.S. children.”
Urban school students are unique, it means that every student has a special background (I want to clarify the use of "special", this adjective in this sentence has the meaning of something that is not usual or common, and it does not imply something negative). As for me, diversity is something positive, something that adds more value to what we have since this value lies on the little pieces that form that specific part of our urban society: their language, their culture, their interaction with others. Putting all these ingredients together they are creating a new “culture” with different things.
On page 9 we can read the last paragraph about the “context of hope”, giving a new “label” to those students “at risk”: “of resilience”. There is a positive approach that tries to formulate programs that focus on their strengths instead of their deficits. Besides, urban teachers can work to connect students to unique urban resources such as museums and other sociocultural spaces in the city that can be part of the learning resources to improve the lives of poor urban students.
One of our classmates once shared an article about the formation of teachers dealing with diversity. Are they really prepared to face diversity in schools? According to the most recent studies, white teachers are predominant in our classrooms…
What kind of teachers are necessary for an inclusive society in the 21st century urban school?
What are the essential skills or knowledge of an urban school teacher in inclusive education?
What values and areas of competence should be developed within their professional development?
Although inclusion can be promoted by public authorities through legal prescription, it is the teachers' attitudes, perceptions and practices that respond to the needs of their students, the essential dimensions to determine the success of inclusion in their classes in urban schools.
But if we ask an urban teacher about all the work that they have to do is the same: long hours working on papers, lack of resources, lack of support by the educational institutions, lack of participation in the school community, among other answers. Despite all that, in general, urban educators have a positive thinking about school inclusion.
Consequently, a thorough analysis of the educational practices themselves is necessary. Knowing that some factors are effectively outside the scope of the urban school teacher such as poor materials or lack of them, large classes..., however many others are found in the organization of urban school classrooms: decontextualized curriculum, poorly prepared lessons, use of a very scientific language, prejudices…
Changing the perspective, if we work on the gap between the reality and the “ideal” expectations, that is, with the characteristics of the reality that the school intends to prepare the students and the one that actually expects. For Ainscow, it is about recognizing existing practices and knowledge as starting points for a process that considers differences as opportunities for the overall improvement of education, which will benefit the whole school community.
By analyzing those practices, a good urban school can identify and share good practices, identify the barriers to the participation and learning of some students, and reflect on all this and search for solutions.
Therefore, it is necessary to recognize the teachers´ mindset about the school and inclusion of diversity, identify the different forms of relationship established by teachers with multi-diverse children, and review teachers' attitudes towards those children. The ideas and beliefs that the teacher has in relation to those “multi-diverse” students will be reflected in the attitude that evidences their classroom management and teaching work. In this way, the role of teachers in the urban school setting is seen as essential in this process. The personalized attention, the permanent support, the motivation that is offered to the child and the challenging activities are indispensable to foster a positive self-esteem and the achievement of learning by those students.
After that we can identify three basic elements that good teachers have, in urban schools:
- Behaviors and values.
- Knowledge and understanding.
- Skills and abilities
This approach is based by Ryan´s idea of “multidimensional traits” (2009), but especially in Shulman (2007), which describes professional learning as a learning of:
The head (knowledge), The hands (skills or practices), and the heart (behaviors and beliefs).
According to these criteria, the professional development of urban school teachers should include:
- Continuous formation and innovations in pedagogy: Variety of methods and resources, new ways and formulas of evaluation. The curriculum is not ended or limited to the classroom setting, but extended to the whole community and neighborhood. Flexibility in programming.
- Education in values: Ethical principle of research and work in the classroom that improve inclusion processes and procedures
- Technology as a support of family-school relationships: improvement of the communication with students´ families. Democratic school: take into account the interests and opinions of students and their families.
- Proactive attitude: Be involved in school management, problem-solution skills.
- Learning opportunities seeker: Create situations in which students can not escape without learning and develop cooperative work environments. Significant learning: Use knowledge as motivation, not as a goal
If they can receive this kind of formation, the urban schools can:
- Improve teacher education systems,
- Ensure the quality of teacher educators
- Improve the skills of teacher educators
- Promote professional values and behaviors
- Improve the quality and quantity of continuous professional development
By doing so, we will be able to find a different profile of urban school teachers such as:
- Social change agent: It assumes and defends the need for educational and social change.
- Critical professional.
- Solidarity and cooperative: Expert in energizing groups and teamwork.
-Initiative and voluntariness.
- Good communicator (Confidence, reliability, respect, tolerance).
- Academically well-formed and updated.
- Dedication.
Future Urban school teachers must understand the complexity of teaching and learning in urban schools and the multiple factors that affect them. They must recognize that they should not be passive consumers of a defined curricular content. In a way, these ideas seem very simple, but they imply a powerful and complex message for all the people involved in the educational endeavor of urban schools. Teaching can not be reduced to a list of demonstrable skills or knowledge that can be acquired through “standardized” tests.
References:
Ainscow, M. (2013) From exclusion to inclusion: ways of responding in schools to students with special educational needs. CfBT Education Trust. Retrieved from https://files.eric.ed.gov/fulltext/ED546818.pdf
Soojin, S.O., North, C. (2011) Immigration, Youth, and Education. Harvard Educational Review. Retrieved from http://hepg.org/her-home/issues/harvard-educational-review-volume-81-number-3/herarticle/editors%E2%80%99-introduction_826
Ahram, R., Stembridge, A., Fergus, E., Noguera, P. (2016) Framing Urban School Challenges: The Problem when Implementing Response to Intervention. RtI Action Network. Retrieved from http://www.rtinetwork.org/learn/diversity/urban-school-challenges
Seguimos aprendiendo con nuestro libro. En esta ocasion mostramos como podemos ampliar nuestro vocabulario con el uso de letras para aprender a leer y escribir.
Elegimos una imagen y vamos separando los sonidos, uno a uno. Por ejemplo, en el video tenemos "jabon" y a partir de ahi vamos sacando en primer lugar los sonidos para poder elegir las letras.
J
A
B
O
N
Cuando las tenemos todas en orden: J A B O N, ya podemos ayudarles a leer la palabra, primero por silabas, luego la palabra completa.
Para terminar podemos escribir la palabra de la imagen, podemos usar lapices, colores, marcadores,... incluso la pueden decorar a su gusto, si lo desean.
Cuando las tengamos todas podremos pasar a la siguiente actividad. Cuantas tienes ya escritas?
Every morning we work our calendar as part of the morning message.
We sing a song "Los dias de la semana", our students like it so much! They stop when the name of the day of the week appears, in this case: Friday - Viernes (in Spanish).
This is a good opportunity to learn the days of the week but letters, sounds and early reading and writing as well. Besides, it's another excellent opportunity to work in pairs -bilingual pairs and thinking pairs-. We spell "viernes", letter by letter, we learn about sounds.
At this time we are warming-up our writing skills to be prepared for our journals that's why we do air-writing.
Today, December 1st, 2017, we introduce the month of December too. It's another opportunity to work months of the year.
As part of their language development we sing (it improves their speech articulation and it motivates them since they like singing!!!) and dance (motor skill - body coordination and Total Physical Response).
As parents and educators at Roosevelt ES (Houston ISD) we are concerned about this part of the education, we have decided to work together and dedicate one day a week to work on this life-safety project. From the very first moment we mentioned to do that, they couldn't wait to come to our room and start with our Dual-Language Prek students.
Why Child Road Safety at schools?
The doors of the schools in the hours of entry and dismissal become a real chaos where personal interests are a priority to the rules of coexistence and civic behavior of road safety.
Paradoxically these behaviors of individual overprotection that we intend for our children, wanting to take them to the same door of the center, translates into risk behavior for children, families, drivers and pedestrians, in addition to a negative model for the little ones.
For all this, we wanted to pick up a decalogue with the positive guidelines that we should establish in the children's voices.
A decalogue focused on nursery schools that due to the special characteristics of the users (SRI, strollers, motor skills, etc.) are more exposed to risks and is the basis of the education, training and awareness that is intended.
The road safety of school environments is everyone's responsibility, let's begin to apply common sense and we will achieve adequate and safe environments, sowing awareness in our children to collect self-protection and citizenship in their development.According to Unicef data, thousand and thousand children from one year to 14 years of age are killed in traffic accidents in rich countries every year. The survey concludes that this is because children do not use security systems or do it incorrectly, or at home they are not well trained.
The best way to prevent accidents is education. With good information and awareness, in addition to the use of child safety system, the number of children killed in traffic accidents could be reduced by 75%. Parents should assume that they are solely responsible for the safety of their children when traveling by car, that's why their active participation is very important.
The consequences for the child of not traveling safe baby in car seat:
A strong impact can cause serious injuries to babies and children. In 80% of cases, the most affected areas are the head and neck. While for an adult the head represents an eighth of the total weight, for a child it represents a quarter, since 25% of the weight of the children is in the head. By not having well developed neck muscles, it could not withstand a violent shock, which can have serious consequences, such as injuries to the vertebrae and spinal cord.
Traffic accidents are the most frequent cause of multiple injuries in children:
- A child can suffer a traumatic brain or spinal injury, visceral injuries, or fractures of extremities.
- When a child is in a vehicle that collides with a pole or a tree, or collides with another car, if it has an adequate restraint system, it may have thoracic and abdominal injuries. If you do not have an adequate restraint system, you can die immediately or suffer a traumatic brain injury.
- When a child goes by motorcycle or bike. Children, when traveling with an adult on a motorcycle or bicycle, even if they go in a specific seat for them, can suffer injuries in the upper and lower extremities, including amputations of hands and feet.
The example of parents in terms of road safety
Children learn by imitating behavior, so it is imperative that parents are the first to set an example. If the children see that their parents are wearing the seat belt, they will also do the same and will not discuss the use of the safety systems as soon as they enter the car. There are cases in which children themselves warn their parents when they break this traffic rule. For this reason, it is very important that the elderly have the most correct behavior possible. The most convenient thing is to teach children the use of the indicated security systems, whatever the route. In this way, children will get used to using it as a rule every time they get into the car. Remember that the safety of children in the car depends on the adult.
The awareness of drivers with children
The seats or safety seats for babies and children are the most effective measure to prevent traffic accidents. Therefore, to protect the lives of babies and children it is essential to use safety seats in the car. It is necessary to emphasize the importance of protecting children. That the drivers of the children are more aware of, for example, speed. It is physically proven that at a speed of 60 km / h, no arm is capable of retaining a child weighing 18 kilos. In the event of a frontal collision, its weight would reach more than one ton.
Some recommendations
Part of this post has been adapted and translated (free and non-commercial purpose) of the article Seguirdad Vial Infantil.
Welcome to this online part of the community of this amazing club!
We, Ms Kaplan and Mr Usero, are going to share with you many materials, resources, videos,... that will help you learn the language you want: English or Spanish. During our face-to-face sessions we will be focused on the oral skills with the help of our awesome students.
Ms Kaplan y Mr Usero compartiremos con ustedes una gran cantidad de materiales, recursos, videos,... que le ayudarán en el aprendizaje de la lengua que usted quiera: inglés o español. En las clases presenciales nos centraremos más en las destrezas orales, con la ayuda de nuestros magníficos estudiantes.
It´s going to be a good opportunity to the school community to build something important together, where everyone can add something from their experience to others with a same goal: be multilingual, be multicultural.
Esta va a ser una buena oportunidad para la comunidad escolar para construir algo importante juntos, donde cada uno puede aportar algo de su propia experiencia a otros con un mismo objetivo: ser multilingüe, ser multicultural.
Why multicultural? As an expert in bilingual education we can confirm that learn a language cannot be possible without the cultural components, that´s why we add cultural topics to our lessons too.
¿Por qué multicultural? Como experto en educación bilingue podemos decir que para aprender una lengua necesitamos de sus componentes culturales, es la razón por la que trataremos, también, temas de la cultura en nuestras clases.
I´d like to share with you all my blog maestrousero.blogspot.com where you will find lots of posts about bilingualism and other articles and researches that may be interesting for you.
Me gustaría compartir con usted mi blog maestrousero.blogspot.com donde encontrará una gran cantidad de publicaciones sobre bilingüismo y otros articulos e investigaciones que podrán ser de su interés.
We appreciate your participation and collaboration in this innovative and enriching project.
Agradecemos su participación y colaboración en este proyecto innovador y enriquecedor.
En estos dias he visto en las redes sociales muchas publicaciones sobre las 5 C del trabajo en equipo, pero podriamos usar estas caracteristicas para trabajar conjuntamente escuela y familias?
Pues veamos, en ingles las 5 C, que en realidad son 4C y 1 T:
- Communication
Personally communication is important in everything we do in our lives, that's why I give communication the first position. In order to coordinate the different individual actions, we must first create an enabling environment in which open communication is facilitated in various directions among all team members. To do this, we must motivate each member or participant to share his/her point of view openly: if only one margin remains, the project may sink.
For the team to work as a machinery with diverse gears, everyone must work perfectly, if one fails the team fails. And that can happen if there is a cut in the transfer of information-communication.
- Complementarity
A team works when each member dominates a particular plot of the project, that is, a specialist in a specific area. Each and every one of these knowledge is necessary to get the job done. In this sense, it is enriching for the team that its members have diverse and heterogeneous abilities and aptitudes. It is the most ideal way to reach innovative and creative solutions.
- Coordination
Every working group must have a leader who heads the organization and coordinates the start-up of the project. Among the functions of that leader should be to create a compliance calendar and track the achievements and needs of each member of the team. It must also seek consensus among the members of the group and make decisions, but not unilaterally but with different opinions. Likewise, the leader must never lose sight of the fundamental objective, that is, take the project forward.
- Commitment
When you commit to the team to give the best of yourself and is integrated into it, not only resources are enhanced, the work is different and has another effect. And we can add: Individualism does not work, you have to learn to work in a team; the values of associated work and equal opportunities generate better results.
- Trust
Each person on the team must trust the good work of the rest of their teammates. This trust has to lead him to agree to put the success of the team before his own personal gain. But this maxim is only achieved if each one tries to contribute the best of himself, without personal triumphs. An example: "in a transplant operation, all the intervening specialists do it looking for total success. The surgeon does not seek his brilliance but the good work of the team. In addition, if the operation fails, it is of little use that his particular performance has been a success.
"In order to wish to read, the child has to know that reading will be useful to him, he/she must be convinced that the whole world will have wonderful experiences, he/she will dissipate his/her ignorance, help him/her understand the world and direct his/her destiny"
(Quintanal Díaz, 1999)
As a teacher reading is a very important activity that involves school and family, so I´ll write some posts about this importance of this activity. This first article is about the definition of reading and the fundamental ideas that complement this definition.
Many authors define reading, José Quintanal Díaz (1999) defines Reading as "an activity of the first order that should be strengthened and, above all, it is necessary to learn." (free translation from the original quote) Bernal Pinilla defines reading as "the action of deciphering the symbols of a message; understand their meanings; relate them to known meanings, appropriate some new element and develop them through the process of creativity. " (Bernal, 2011: 6-8). And he explains it to us in the following way:
1.Action to decipher the symbols of a message.
Image of a child deciphering symbols
The act of reading is free, and in that sense the reader exercises his will, fulfilling a wish. On the other hand, reading implies the action of recognizing the signs of the message, and in the first term, the fact of knowing them. Knowledge of linguistic symbols is usually acquired in the early stages of schooling. That is, according to Quintanal Diaz reading requires an effort on the part of the subject who intends to read.
Children tend to instinctively reject what is expensive, so it is the teacher's job to sweeten that effort and that the task of reading for the student is interesting, stimulating, natural, free, playful and enjoyable. At home, his/her family can help with the same features (we´ll dedicate another post about the importance of reading at home and tools and resources to use at home)
2. Action to understand the meanings of the message.
The action of reading goes beyond the simple decoding of symbols, which is useless without a true understanding. The reading process has a second, important stage, which consists in interpreting, assimilating, and comprehension of the written message. A process that is only achieved when the reader learns as a child to correctly decipher the signs. That is why it is the teacher's task to deliver the student in his/her infancy varied, attractive, meaningful and pleasant materials. And, of course, encourage them to deepen, to imagine, to fantasize and to relate what they read with what they know, that is helping them make connections. Making connections with their reality will active their background knowledge to build the new contents. This idea is called "scaffolding", we´ve posted an article about this. By reading and its daily practice, children will have the ability to be immerse naturally, easily and without trauma, into ever more complex texts. And more importantly, to take advantage of them and enjoy them in depth.
3. Getting familiar with known meanings.
We can affirm that reading is learned by reading, that is, with practice.
Reading is a process that feedbacks; the more reading, the better the reader gets more familiar with the new meanings to those he/she already knew. This creates the possibility of interpreting with greater clarity, ease, depth and enjoyment of the new readings.
4. Taking some new element.
Reading has a great virtue from the point of view of information. Reading gives to readers new ideas and knowledge that become part of them: each text gives us the opportunity of integrating to our cultural background new knowledge and new possibilities to analyze aspects of life that begins to know through what is read.
5. Developing creativity.
During the first years of life, for children it is fundamental the contact with nature, with peers, etc... But there is no greater stimulus for the development of our creativity than reading. That puts the human being in contact with a thousand and some realities that would otherwise be impossible to meet at such a young age. Reading, in addition, allows us to unlimitedly develop imagination and fantasy, fundamental ideas of all creativity.
Hacía tiempo que ya no publicaba nada nuevo en mi blog: terminó el año escolar, empecé un campamento de verano de inmersión lingüística en español como lengua extranjera, me mudé a la que será mi nueva escuela para el siguiente curso académico 2017/2018: Roosevelt ES de HISD, vuelta a España para continuar y finalizar el máster... muchas cosas han ido sucediendo desde mi última publicación, pero aquí estoy de nuevo.
Actualmente sigo con el máster, pero ya centrado en el TFM que trata sobre la Realidad Aumentada en Educación Infantil y las Lenguas Extranjeras, y me he encontrado con esta publicación, excepcional:
He querido compartirla con tod@s vosotr@s, porque es muy interesante, además de exponer sus experiencias y resultados comparten los programas y aplicaciones que usan, sus videos con sus alumn@s... Desde aquí mi más sincera enhorabuena y felicitaciones por innovar en la educación y ofrecer métodos adaptados a las necesidades educativas y tecnológicas de nuestros estudiantes. Por propia experiencia, sé que no es fácil, que implica muchas horas de trabajo, planificación, coordinación, y un gran largo etcétera de labores que no aparecen de manera pública, aparte de tener que convencer a la sociedad de la utilidad, eficacia y eficiencia en la educación de esta tecnología, y aún los admiro más por compartirlas.
En este enlace de recursostic también encontramos otros ejemplos del uso de la Realidad Aumentada en centros escolares con unos increíbles resultados, del que destaco la explicación tan precisa de los códigos QR y todo el proceso de creación, codificación y decodificación y las aplicaciones relacionadas con todos estos procesos.
A esta publicación me gustaría añadir el siguiente enlace http://www.scoop.it/t/rosa-lavin-realidad-aumentada, que también ofrece una gran cantidad de artículos y videos sobre esta tecnología y sus aplicaciones a la educación, que complementa un poco más lo que se expone en el blog de "Valdespartera es cultura".
Posiblemente esta webmix también os pueda ofrecer algunas aplicaciones y recursos de la RA:
Pues seguimos revisando, creando y redactando para el TFM, y en cuanto lo tenga terminado, y me hayan hecho la evaluación lo comparto con tod@s vosotr@s - posiblemente le sirva a alguien -.
/>
