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7: opening the school to

Throughout the course I've found and I'm still feeling, schools ready to begin training processes to innovate and create different types of projects and activities with their teachers. However, the debate about why work in a way and not another, why choose this style of organization and not another or why choose this direction of change and innovation and not the contrary, are difficult to handle discussions and sometimes endless. How these cloisters give a window to the world from which they can look out and get an idea of \u200b\u200bwhat goes around, reflect together and know what is the appropriate direction of change and contemporary when they live?

In this air of inspiration and I launched training need to arrange a first meeting in search of this window to project how what happens outside of school, we are sending messages and codes very direct about what and how to teach and organize inside, I talked about this in our first pill education ... How know the cables sociological, education or learning, which appear daily in our world and challenge us to keep the work we are doing successfully, to take new forms or reshape other, how he left it to show them who are involved in the trip and look and feel with their own style to change the world and therefore, the necessary transformation of the school? I am inclined to use the screen as a large window to the world and 16 videos as a means of transport. To add more excitement to the activity, the first few minutes of video introduction to the last congress of Being Creative, offers me a unique opening. 4 groups of 4, 4 videos for each group, 16 videos in total to open to the world, 21 minutes to create and recreate in each window that opens.





And so it was running the session, with videos that I will be shelling as an educational pills in successive innings. The activity worked and continue to work with it, creating frames, windows and video screens opening the school to the world.

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pill 6: learning to learn with David Perkins

opens door classroom and the teacher comes up with a big tub of water balloons. The balloons dancing to the beat of swing that makes his hip and right arm that carries the weight, which laundress mathematics. On the other hand, woven into the elbow of his left arm and making ends meet with the head, a ladder is subjected to harsh penalties, drawing an eccentric profile, if possible, of what is expected of a math teacher to begin a class. ..

"Today we will work with linear equations ..." he says without shame, without embarrassment, as if that was submitted with a basin provided by the concierge, thirty-two water balloons in various colors and staircase decorated with spots of paint hundreds of variations of white, have a minimum common denominator with your ad content to the class that will take place. They are, without doubt, raw situations, say the nerd, never even crossed despite tending to infinity, but wrong ... How that teacher discovered a possible link between water balloons and a staircase, on the one hand, and acceleration, gravity and the basics of linear equations, the other is a paradox worthy of a "eureka" more loud and clear that Newton's apple.


That kind of math in the yard went half and half in the classroom. While a student standing on the staircase, threw a water balloon at a given height, others took careful note of the time it took to collide against the ground, to the astonishment of science learners, dotted with pleasure to participate actively in their learning . It measures the weight of each balloon, the distance and time, and practiced different sets of variations in the height of the stairs going up and down stairs. Is a class of about twenty students and everyone should take note of all, the results must come to understand the theoretical foundations of linear equations, the secret is in the balloons, and in practice, and experience, and in connection with reality, and the significance of the process, and in the vicinity of the experience and originality of approach, and the relationship of the question put to practice ... and drops that dot the notebooks, although they evaporate in seconds under the midmorning sun, splashing in dry evergreen live, memory of students in math this experience unique. This is how a class goes exemplary video presented at the conference by Professor David Perkins, which I attended last Friday, October 22.


Dr. Perkins is a professor at Harvard University in the Faculty of Education and has been co-director of Project Zero, Howard Gardner, best known for his redefinition of concept of intelligence through multiple intelligences model, discussed later. David is studying, among other lines, how humans learn and how to fostering critical thinking and understanding in learning. He currently heads the training website www.learnweb.harvard.edu / wide / is. Among his notable publications include: The intelligent school The Archimedes bath and, most recently even in print for the English edition full Learning: seven principles of learning to transform education . In private he is a man nearby, who speaks some English and has a large diverse and creative career.

The concept of "Full learning" is a visionary idea on methodology, on deep thinking and understanding in the teaching-learning process. One of the reasons contributing to failure in the education of our students is to foster a very shallow learning process, we give the opportunity to offer deep approaches, defined as lasting learning experiences over time, supplies, connected with reality and enough to solve similar problems in fuzzy or disparate contexts. It has expanded the popular conception that more content means more depth and that only with large amounts of information, can be reached waking cognitive processes understanding. Thus, the classes have become routine, with the constant presentation of information and content based on the false belief that the more memory, greater capacity for understanding. Nothing could be farther from reality. Foster the presentation of content without offering ways of thinking to process is what has generated the process of education superficiality, depth in thinking and understanding not contribute content, but the routes and cognitive skills of learning competition to learn, which offer a guide to delve into the details.

information for the information, both on screen and in the master class, no processing and cognitive skills training is germ of superficiality. Paradoxically the higher the amount of content, the more knowledge considered superficial and lifeless, you need a new conception of education and the role of the teacher where it is understood that further reflection on the skills and reasoning processes, while working with content, greater knowledge, considered deep and connected with really useful and lasting memory of the learner. Teaching cognitive skills and routines, such as roads that create knowledge in the tangle of information is at the base of the figure change teaching and revolution so necessary that requires school today. Teaching to learn how to learn to learn.

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pill 5: we do not speak American or how they grow the arts and sciences. Pill

Lonely, sad, orphaned and some hangovers pedagogy we are left after the great event of the Global Education Forum in Madrid last weekend. We learned a lot, we have enjoyed, and now we have shared ... Now we return to our classrooms knowing that we are right, that educational innovation is possible, that the world has changed and the school must change with it, and we saw our first pill blog: What is educational innovation ?

to everyone who made this event possible and all we've enjoyed teaching dedicate new dose, survive a single pill has left us and this Congress, when it comes next?

The information changes, develops, expands, and stretches as you share grows knowledge. That how it happens ... what it means today to create culture and knowledge ... that what is mixing and remixing to grow and improve ... Here is a good test for effect and optimistic to begin work on how science and knowledge, from the epistemological source of curriculum, give us clues about how to grow, and make us innnovar new classic, these nouns, some verbs. Happy week everyone!

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4: How to look without prejudice to the generation of our students? Pill

August 31. Flights from Seville to Lisbon to attend a meeting of teachers. To my surprise, I still feel sand in my pockets when I dig in search of cents. Is the first flight Course and alternate reading the classic last summer with the Portuguese newspapers that I offer. Portuguese is a beautiful language, I think, and I hold the hearing before a big headline about a fight youth in Lisbon. Topic after topic in vain to try to find some idea that does not soil the beauty of the language of Saramago. I give up, we live in XXI century to the beat of stereotypes.

1, 2, 3 and 4 September . Thanks to a "portoñol" gibberish that only fortify portugués y mi me to discuss Lanzo el nuevo en la capital juvenile incident con los profesores del encuentro. In it duda, young people today are more violent, drink more, have no respect for authority and have a very low academic level. Tract ofrece una restrained attitude, I seek refuge en la statecraft en la sociology, psychology en la ... nothing to serve me. Do not do bad, I Dicen. Empiezo sentirmo joven y me gustaria demostrarles Cuan puedo llegar being violent, pero no la quiero darla razón, creo ...

8 and 9 September. I travel from Madrid to Segovia every morning to work with the faculty of a cole. While Obama spoke to a young nation on television, we work on how to program and assess competency.

September 10. Way to the center of Segovia to school. It's a cool morning that thanks to the Solina hours will fall on the aqueduct. I have not forgotten the young and what the press, teachers and topics say they are. I stand at a kiosk and erase holders early-morning smile on my face. "Spain at the tail of education," says a newspaper. We are, I think. As every year the OECD published Education at a glance ... buy a few newspapers and brought them to the classroom with me. We talked about the performance level of our youth. Bullfighting some topics but finally let me gored by a fighting bull, I think it was Einstein who said that it is more difficult to break an atom than a prejudice. I say that kids today are more violent and less studied. Não faze me wrong, I say to myself, I think scientific or bullfighter me deal with atoms and Miura, it may be easier to deal with topics.

17, 18 and 19 September. traveled to Vienna to spend the weekend. I offer some Austrian newspapers on the plane. With a shiver my body gives me a warning to what I expected ... I have some hesitation in asking the press but hey, I want to improve my German! Leaf through the Kurier that to my amazement discusses the new generations of adolescents. I read a few paragraphs, I close my eyes and I want to scream. I think the article is a translation of the amalgamation of modeled worn topics I read on the way to Lisbon on 31 August. I was surprised at the lack of rigor in the statements. Nor a figure, or the appointment of an author of any human discipline, or the reference to a publication ... I just like the picture of the kids dancing in a disco ...

September 10 . I think if I want to be a scientist or a bullfighter.

October 13. Nearly a month after I write this, for now I'm still in education ...

We are children of our parents and our generation. There are evolutionary development characteristic of human beings that are common to all such as creating an identity in adolescence or midlife crisis, and yet each generation adds to the list of stages its own peculiarities. Evolutionary psychology, in charge of studying human development lists four great sources to argue how we are: first, our genetics and our personality, its own set of traits that define us as people physically and psychologically and that we provide consistency in the behavior and reactions by different contexts, and second , and recognized the special characteristics of each evolutionary stage in question as childhood, adolescence, adulthood, old age, bereavement or the road to death, for example, third, the attributes of the society in which we develop in constant interaction and fourth, the ontological characteristics, ie, those corresponding to each generación o grupos de generaciones. No podemos culpar o juzgar a los jóvenes por su rebeldía o por la búsqueda de una identidad, al igual que no culpamos a los ancianos por su serenidad; estas características son propias de cada etapa evolutiva. Al emitir juicios sobre las peculiaridades de los jóvenes de hoy debemos esforzarnos por saber distinguir entre las dos primeras fuentes y las dos últimas y argumentar nuestro discurso focalizando sobre todo, nuestra atención en las últimas.

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       Feliz merecido puente a todos los profesores y educadores, pero ¡ojo! si vas en carretera no be silly ...

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Pill 2: An undiscovered treasure

inaugurate this new section of teaching reading recommended on the day of delivery Nobel Vargas Llosa and encouraged me opting for a basic book of so basic that for some it an implicit recommendation, but I think it is necessary to enunciate.

But away from the lists of books read, this title is a key work for all teachers regardless of area and practicing before students of all ages. Without doubt, the ultimate reference book for teachers XXI century though written in 1997, remains intact collecting modern and knew the key factors essential to pedagogical and didactic education with discretion, sense and sensibility, rather than attitudes necessary for teachers of English in the world. "The Treasure Within" is a report by the International Commission on Education of UNESCO, chaired by Jacques Delors, which forms the basic pillars ensure success in the teaching-learning throughout life: learning to know, learning to do, learning to live together and learning to be, cornerstones of the current concept of communicative competence.

Throughout its pages, readers will find plenty of time to speed emphasis and lay the foundation of their classroom work with examples of innovative educational projects in a variety of lessons in all corners of the world and a wise reflection on the ultimate meaning of the work of our work as language teachers. Desde “la educación o la utopía necesaria” hasta la figura del “personal docente en busca de nuevas perspectivas”, esta “perla” educativa es la primera lectura obligada para lograr un saludable bienestar del profesorado con sus alumnos en lo personal y en lo profesional, más si cabe en la enseñanza que crece en un mundo cada vez más ávido de aprendizaje, donde alumnos y profesores conviven en el aula y desde realidades geográficas y culturales diferentes y únicas.

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ERGONOMICS

ERGONOMICS The word derives from the Greek words "ergos" meaning work and "nomos," laws, for which literally means "labor laws" and can say it is a multidisciplinary activity responsible for the conduct and activities, with the intention of adapting the products, systems, jobs and environments, characteristics, limitations and needs, seeking to maximize their effectiveness, safety and comfort.

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specialized areas are considered within the scope of ergonomics including the following:

- Biometric Ergonomics: Anthropometry and dimensions, physical load and postural comfort.

- Environmental Ergonomics: environmental conditions, load and visual lighting, sonic and vibration environment.

- Cognitive Ergonomics: psicopercepción and mental workload, communication interfaces, biorhythms and cronoergonomía.

- Preventive Ergonomics, occupational safety, occupational health and comfort, stress and muscle fatigue.

- Ergonomics in Design: ergonomic design of products, environments, ergonomic design, ergonomic design of systems.

- Specific Ergonomics: handicap, disability, child and school, independent microenvironments (aerospace).

- Corrective Ergonomics: Evaluation and Ergonomic Consulting, Ergonomic analysis and research, education and ergonomic training.

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Pill 1: What is the educational innovation?

The school is not an impermeable entity not feel the changes of time, or science, or our society. If we want our students to know, to integrate into society, find work and be happy, we achieve our objectives from the organization of our school, work between different departments or courses and academic activities occur in the classroom . The curriculum is the living skeleton incardinated amending school work, school innovates and adapts to changing times through the changes in the curriculum. There are four major sources that establish the relationships between school and society transformation through the curriculum of the schools: the psychological source, the source sociological, pedagogical and epistemological. The configuration of the curriculum is thanks to the involvement of these four sources who act in an interrelated way.

Imagine, for a moment, as were schools fifty years ago in Spain, when society, education, science and that people know today, was so different. For example, fifty years ago, we knew much about live cell cloning, Dolly the sheep was only in the imagination of a few scientists and therefore did not appear in textbooks, as nothing was said of "quarks" or chain triple helix of human DNA (epistemological source.) All students needed to know, I could still fall into the pages of a great encyclopedia. On the other hand, computers and information technology and communication were less developed and treatment was not necessary in schools, there were no Desktops and students from more advantaged schools had to understand more typewriters than chips. Moreover, at that time did not know much about the versatility and flexibility of the human brain (psychological foundation) and thought there was only one type of intelligence that an adult brain could not learn more or to learn a foreign language as English was not as necessary since then, due to the development of transportation (sociological basis) with luck we may get to Portugal and France once in our lives.

To implement changes in a school must be attentive to the clues provided each of these sources of curriculum, according to the phenomena that is happening in our world and how we are forced to face new changes in the way we teach, work We organize and interact with our students.