TASK IX. SCHOOLS THAT LEARN. ROLES.

CURATOR'S WORK:

Bibliography:

Bolívar Botía, A. (2001). Los centros educativos como organizaciones que aprenden: una mirada crítica. Contexto educativo: Revista Digital de Educación y nuevas tecnologías. Año III. Núm, 18.

González, M. T. G. (2003). Estructuras para el trabajo y la coordinación de los profesores en los centros. En Gonzalez, M.T., Portela, A. & Nieto, J.M. (Coords.) Organización y gestión de centros escolares: dimensiones y procesos (pp. 57-74). Pearson Educación.

Anon, (2016). Connections and relationships. [online] Available at: https://aulavirtual.um.es/access/content/group/1134_G_2015_N_N/Bilingual%20Group/Complexity%20chapters/Teaching%20and%20Learning%20in%20the%20Digital%20Age%20-%20Cap4.pdf

Anon, (2016). The complexity of schools. [online] Available at: https://aulavirtual.um.es/access/content/group/1134_G_2015_N_N/Bilingual%20Group/Complexity%20chapters/Teaching%20and%20Learning%20in%20the%20Digital%20Age%20-%20Cap1.pdf 

 

ANALIST'S WORK

For the last task our group have done a great job. We can see the progress si ce the first activity. We have organize much better the work, the facilitator have done a great job this week ( Silvia ). Also the presentation was great, our stars have done a great exposition and a great job( David y Eric). I trino that the ideas of this task are really clear, if not you can see the vídeo of the exposition in our blog. We have two journalist this week, Álvaro y Raquel, they have splite the job. Once of them record the video and the other have make the post and have tweet on our Twitter page. We have algo create a poster for the dar of the presentation, this work was done by Guillermo, the analist. The rest the group have work great aswell, all have done the part that they should do and have participate to develop the task. To sum up, this task have been a easy compare to the first one and I think that it's because the knowledge that We obtain during this course.

FACILITATOR WORK:

Well, as the last task I have been the facilitator, again, I guess it's because I wanted to see something bossy and that this final task went well. I'm proud of our work, not only because in the end it came out as expected, I am also happy because we managed to organize ourselves better without any problem. If it is true that when choosing the type of diagram that we were going to use for the poster, we had a dilemma. We are not seeing eye to eye because we did not know which was the best kind to illustrate good relations that we had taken. To make relationships, each read one of the two articles, we put the ideas of everyone in common, and together with what we already knew of the other two texts, conducted among all relationships. We've done a good teamwork and we have made good use of the hours that Linda left us to work. We have seen our evolution from TPACK to this task and the truth that despite the difficulties, we knew that we have not only performed activities every week, if not everything we have done has helped us to learn.

STAR´S REFLECTION:

This last week we have been two stars (The O´Dea´s Brothers), Eric was star in the maps presentation´s week and David was the star in the first week in which the model of the activity was the same "Speed learning" explaining T-pack. Although David has had this experience we have been both very confident as we have worked a lot preparing the session and trying to get a deep understanding on the task´s background. Nevertheless, although we were prepared we were obviously a little scared about presenting in front of the teacher, but finally we get to make a nice presentation supported by a great poster and words started to flow in a coherent way (At least, that was the idea)

As we think we achieved this goal, the presentation has been a really nice experience for us. Everyone (Incluiding Linda) that we had made a nice work and we could felt all the improvement that we (and our partners) have made during this months. 

We are very happy with all the group work this last week, We have prove our effort and we have summarize that we have learnt lots of new interesting things.

TRANSLATOR WORK:

Cycle equipment: Primary schools have a coordination team(formed by teachers) to be consistent and preventing with the different disagreements in relation to the various methodologies to be adopted, also in the way of assessing students and actions tutoring in the cycle. We must bear in mind that if coordination teams cycle is reduced, the consistency and continuity of the cycle will decrease, good coordination and good cycling team will make a huge lack of inconsistencies in the development of subjects.

Organization that learns: It is a kind of organization that through optimizing the formative potential of the processes that happen inside it, acquires a qualifying function for the ones who work in it, as it tries to respond to its requirements and also external changes. In this sense, it institutionalizes the improvement as a permanent process, growing as an organization. It takes into account the processes of learning of all its members, as individuals, as groups and as a system in order to change the organization and benefit all of them. In these organizations there are four main aspects to take into account: it is intentional, how it must happen, the autotransformation of the organization and its impact in its components. As a result, it acquires a new competence, learn how to learn, through which a new shared culture is created and in which changes happen as a transformation of the traditional schemas into a creative vision.

Board of teachers: it is an organism formed by the teachers that transmit teaching to their students, coordinated by the tutor of them. Its basic function is to promote a coordinated educative actuation in relation to the characteristics of the group of students, as well as the evaluation of their learning. Formally, each of its members belongs to a specific didactic department, in which decisions about the instruction of the subjects and the evaluation criteria are previously taken, but it is in the board where those decisions should be adjusted and adapted in order to enable a coherent actuation and coordination between them in relation to the group of students. It constitutes an organism that, with an adequate function, contributes to avoid the fragmentation of the instruction of the group of students

Horizontal structure: The horizontal structure is the one that is formed by teachers whose basic purpose is to coordinate the curriculum and teaching that it is going to be developed with students in the classroom, the actions that they realize are fundamental for the educational coordinated operation of schools, as these are organizations where it is practically impossible to achieve coordinated operation by only using vertical mechanisms (rules, authority) given the autonomy that teachers have and complexity of educational tasks. Although is needed coordination between the two structures: vertical and horizontal to achieve the goals that the teachers have.

Learning teachers: It is necessary to promote educational research and propose activities for improvement of faculty members within the proper context of teachers' work aimed at improving, it will take place not sporadically but as a work based on peer learning in where there is collaboration, mutual support, coordination of pedagogical action in the department and school. The potential and possibilities of teams and departments as contexts for professional development of teachers are evident when school is conceived not as an individual institution but as an institution that must be linked to the context of teachers' work centered in his practice and with the aim to improve it.