Map of Mobilities

In the following Padlet map you can find all the mobilities that we have performed during our Erasmus+ KA104 project.

If you click on the icon in the map you can access all the details of each of these mobilities, photos and more.

Have fun!  

RECURSOS PARA TRABAJAR LOS ESTEREOTIPOS DE GÉNERO

En este enlace podemos encontrar 

Educational toolkits to help fight gender stereotypes: for primary and for secondary school

Están disponibles en ESPAÑOL. Aunque nuestro alumnado es adulto, hay recursos muy adaptables a todas las etapas educativas. 

https://www.schooleducationgateway.eu/en/pub/latest/news/toolkits-gender-stereotypes.htm

INCLUSIÓN.

Aquí os dejo un enlace a una reflexión en eTwinning

https://www.youtube.com/watch?v=J4i5WoMIdyI&t=208s

NEW ARTICLE: eTwinning Schools are inclusive and innovative learning organisations

• 11.02.2022

Cerrar

This year eTwinning focuses, among other major topics, on the value of inclusion.

How do teaching practices contribute to an inclusive environment? How does eTwinning contribute to raising awareness of learning disabilities and fighting gender stereotypes? These and other questions are addressed by two eTwinning Featured Groups’ Moderators: Marie-Louise Petersen “Gender - Know How to Stop Stereotypes”, and Marijana Smolčec “Inclusive Education”.

Read the new article and watch the video to discover more!

dirección web (URL): https://www.etwinning.net/en/pub/newsroom/highlights/etwinning-schools-are-inclusiv.htm

https://www.youtube.com/watch?v=J4i5WoMIdyI&t=208s

Docencia en UK. Londres. Angel Oak Academy.

Durante el mes de enero de 2022, hasta el 4 de febrero, nuestro proyecto se enriquece con una docencia que  Juana Parras está relizando en Londres en el centro ANGEL OAK ACADEMY. 

Es un colegio de educación primaria, en el que se atiende a a más de 400 alumnas/os y tiene una plantilla de profesorado de 35, entre ellos personal de apoyo a alumnado con necesidades educativas especiales.

UK que con el Brexit ya no puede participar en proyectos ERASMUS+, en este caso como nuestro proyecto se concedió en mayo de  2019, antes del mismo, podemos llevar a cabo la docencia prevista.

Este centro educativo está ubicado en Londres, en el distrito de Peckham. El alumnado del centro tiene, en su mayor parte, familas de origen africano, aunque ya asentadas en Londres desde hace algún tiempo. En este momento el colegio tiene buenos resultados en las pruebas externas que se realizan cada año, siendo un referente para los centros de su zona. 

En el tiempo que voy a estar aquí, mi docencia se centra en varios campos:

1. Español, para los años 4 y 5. (Alumnado de 9 y 10 años)

2. Inglés y apoyo educativo en Infantil. (Alumnado de 4 años)

3. Competencia emocional, para el año 3. (Alumnado de 8 años)

Me resulta muy interesante poder llevar a cabo este proyecto que hace que desarrolle parte de lo que llevo trabajando desde hace bastante tiempo: Por una parte la enseñanza de una lengua extranjera, español en este caso, y el desarrollo de la competencia emocional en el alumnado, como parte esencial de su formación y progreso en el ámbito personal y académico.

Al igual que está ocurriendo en nuestro contexto educativo en España, tanto el profesorado como el alumnado ha experimentado situaciones de gran estrés y desconexión que han propiciado la evitación de las interrelaciones para controlar los contagios covid. 

En este momento se ve muy necesaria la participación del alumnado en actividades de Educación Emocional. Al igual que en España, en UK las medidas de aislamiento y la no asistencia presencial a los centros escolares se ha llevado a cabo durante dos periodos largos. 

Desde marzo de 2019 a julio de 2019. Que coincide con las medidas que se tomaron en España.

Desde enero 2020 a la primera semana de marzo 2020. En este periodo en España seguimos con la docencia presencial.

En esta nueva ola de covid Ómicron los centros escolares británicos han permanecido abiertos, llevándose a cabo la enseñanza presencial.

DESIGNING INCLUSIVE LEARNING ENVIRONMENTS - FLORENCE

DESIGNING INCLUSIVE LEARNING ENVIRONMENTS 

Europass Teacher Academy - Florence

29th November to 4th December 2021.

The main objective of this mobility was to reflect on the importance of designing learning environments that support all our students differences and rethinking our teaching.

Day 1 - 29th November 2021.

We started reflecting on what diversity is and how inclusive education must support that diversity:

During the session we discussed on the different types of diversity that may result more challenging for us nowadays.

We also learnt about the different models that have been applied to tackle diversity during the last decades, such as the Democratic Competence Model and the Humanistic Participating Model.

We noticed how Learning Communities could be more than helpful to support this models. Either we work as a community or we will fail.

From these models we can assume that we teachers are role-models that must keep our professional development up-to-date in order to meet our students needs and differences.

Of course, without adequate resources, sometimes will be impossible to support diversity.

A quote that I would like to keep from this session is the following:

"Individual differences could be a problem unless we as teachers find the ways to enrich learning"

Day 2 - 30th November 2021.

We started with a question to reflect on: 

"What is inclusion?"

Inclusion refers to an active, intentional and ongoing engagement with diversity.

Something really important from this session is the fact that we must consider our students differences a question of all teachers, not only of those dealing with a particular student. Diversity and inclusion must be dealed with from a collaborative point of view.

We also discussed about the differences between the Medical and Social Models used to refer to diversity problems and how they were implemented throughout the years:

We also studied the Portuguese system to approach inclusion at schools, since they seem to be the most advanced country regarding inclusive schools.

They work as cluster schools (Agrupamento de Escolas) with Special Education schools serving as reference or training centers.

This screenshot show us the main six ingredients where to start adapting our teaching practice to inclusion:

From this session I would keep these two main ideas:

1. Inclusion must provide CHOICES for the students (they can choose different ways to approach their learning process)

2. And MOTIVATION as a key factor (engagement in objectives, activities and processes)

Day 3 - 1st December 2021.

We started this session analyzing different reflection tools on the inclusion culture, policies and practices.

The Toolkit , with a database of over 150 resources, most of them summarized in 23 languages, helps school leaders, teachers, parents and others to make education more inclusive, thereby preventing early school leaving.

The tool is based on the NESET report Structural Indicators for inclusive systems in and around schools and was developed with primary and secondary schools in mind.

We also studied the Index for Inclusion, that presents the most detailed explanation of what an inclusive school should look like.

UDL (Universal Design for Learning) is of key importance when redesigning our teaching learning processes, since it will provide:

1. Optimization of individual choice and autonomy.

2. Relevance, value and authenticity.

3. Different options to access, presenting and managing information.

In this regard, we can find the Self-Determination Theory (SDT), which focus on intrinsic motivation:

- Challenge (not too high)

- Autonomy (choices for self-disposition and self-management)

- Relatedness (to a group / team / class / school)

From this session, I would keep the concept of diversity (what we have) vs differentiation (how we tackle that diversity), bearing in mind that our lesson plans sometimes do not fit every student. We must get out of our "comfort zone" (design for an illusionary average student) and try the UDL approach:

Day 4 - 2nd December 2021.

During this session we focused more on UDL (Universal Design for Learning)

 

And how UDL responds to all students differences:

Being the best way to apply differentiation from scratch:

A very interesting concept we studied during this lesson was the Future Classroom Toolkit, regarding the use of space and resources within the class:

Then we moved on to the K-W-L reflective questions on inclusion (what I Know / what I Want to know / what I Learned):

Then we learn more about the different learning styles and how they can relate to their level and adaptation of the Curriculum.

Regarding the design of a Curriculum for all learners we should:

1. Analyze the Curriculum

2. Enhance the areas of the Curriculum which are poorly designed

3. Adapt the Curriculum

We also discovered a very interesting site to use ICT games to support our students' differences:

So, the bottom line for this session was the K-W-L approach.

Day 5 - 3rd December 2021.

We started learning about Curriculum modification:

And we practiced in groups about these modifications and how they are implemented in the classroom with differente practical examples.

This relates as well to Tiered Instruction and UDL:

And the different ways to Tier a Lesson:

1. Tier by challenge level (according to Bloom's Taxonomy)

2. Tier by complexity (Address the needs of students at introductory levels, as well as students who are ready for more advanced work)

3. Tier by resources (Choose materials at various reading levels and complexity of content)

We visited the site of Inclusion Europe with tips on how to make our documents and lessons easier to read:

And how to use different ways to present information, for instance, using Story Maps or Mind Maps. And also some tools to create them, such as:

We also have a look at different tools for evaluation, gamification and support our students:

EDPUZZLE

KAHOOT

QUIZZLET

PLICKERS

ZIPGRADE

And a shallow look at PBL (Project Based Learning) and Flipped Classroom.

Another interesting approach is Group Rotation:

The phrase to remember this day was:

"Let the students have a choice!" 

And finally came the moment to receive our certificates!

Day 6 - 4th December 2021.

The last day of the course was devoted to know the area of Tuscany with a guided excursion planned by Europass Teacher Academy: Pisa, San Gimiggiano and Siena.

I leave here some pictures of the trip and also some of Florence, which was a really beautiful place to enjoy such a complete course like this one.

CEPER ANTONIO MACHADO. JAÉN

 Curso Erasmus + en Roma

Tener que coger un metro en Roma para asistir al curso de Erasmus+ (Interactive ICT-based and web tools for an effective blended, flipped and cooperative learning), impartido por Enjoy Italy, en plena sexta ola COVID es algo inquietante, pero si de camino a la estación de República se puede visitar la Iglesia della Vittora y contemplar el Éxtasis de Santa Teresa de Bernini y también la Basílica de gli Angeli e dei Martiri proyectada por Miguel Angel, para una profesora de Historia del Arte y coordinadora de nuestro nuevo proyecto de Vivir y Sentir el Patrimonio, resulta una experiencia cuando menos, única e inolvidable.

Por otra parte, tras conocer el grupo de profesores y profesionales que me aguardaban en este curso las expectativas han ido in crescendo. En tan solo una primera jornada, el aprendizaje ha sido enriquecedor: Snapet, Padlet, Genially, STEAM, Mail Art, Kahoot, Aula Mentor, ABP, Aula invertida, Jigsaw, proyecto SELFIE… un vocabulario que me lleva a reflexionar sobre la importancia de que los centros de adultos no se queden atrás en el uso de las tecnologías y métodos alternativos de innovación educativa. Me planteo cómo motivar a nuestro alumnado en la competencia digital y la conclusión me conduce al reciclaje continuo del profesorado, en primer lugar, y a la renovación de equipos y sistemas constante, en segundo.

Competencia y digital, palabras claves para formar parte de la cuarta revolución industrial, de una escuela de futuro dentro del marco europeo. Debemos ser conscientes del cambio de habilidades, de perfiles nuevos de trabajo en el que estamos inmersos. Sin olvidar, creatividad, pensamiento ético y sostenible, aprendizaje cooperativo activo y entorno flexible para abordar el emprendimiento como competencia transversal.

¡El cambio está en marcha!

Raquel Calvo Chamorro

CEPER Antonio Machado Jaén

29 Noviembre 2021

Resumen de Movilidades en Dublín (Irlanda)

 “CLIL and PBL to Improve Student Engagement” and “Intensive English CLIL”

Europass Teacher Academy – Dublin 

22nd November to 26 th November 2021.

The main objectives of this mobility were:

• Implement motivating activities (and for) the real world.

• Design manageable project-based learning activities suitable for their subjects and school environment.

• Feel confident when teaching an academic subject through a foreign language.

• Engage students in collaborative and communicative activities appropriate to their level.

• Scaffold projects, also when teaching content in a second language.

• Teach contents and skills which will make a difference in students lives and in a job searches.

• Learn techniques and new skills for teaching their academic content in English and become better equipped to develop and incorporate activities that involve the four basic skills (reading, writing, listening, and speaking) into their classrooms.

• Gain new ideas and approaches for assessing language learners, correcting errors, and including more pair and group work.

You can access the complete log of activities and notes here:

New Mobility: Designing Inclusive Learning Environments - Firenze

FROM CEPER TAVARA: Our last mobility of this year is also in Florence, at the Europass Teacher Academy and it is about Designing Inclusive Learning Environments.