Friday, May 13

[JOURNALIST] TASK 9 - SCHOOL THAT LEARNS

Hi, I’m Anthony and I will be the last journalist for the Frisky Hedgehogs. We are all dying to finish with all the tasks, and finally out time has come! This has been our week:

Day 1 – Monday, 9 May
We divided the documents among the 8 members of the group. The idea was to get the main ideas out as quick as possible, so most of the time was spent working on that.



Day 2 – Tuesday, 10 May

We met in the afternoon and worked hard to leave everything ready for the great day. We started by putting in common the connections we found, by explaining them to the rest of the group. While we explained, our two stars were taking notes, creating the presentation for Wednesday.

One of our stars got sick and could present the task the next day, so after some discussion I ended up being a star. So apart from this post, you can see some of my experiences in the stars’ post. Therefore, after the rest of the team left, I and the other star stayed to keep working on the script and the presentation.








Day 3 – Wednesday, 11 May
I and another star presented the work. We decided to explain the contents with a constant interaction, where we made some funny comments and also answered question we asked to each other about the subject. You can read more about that in the stars’ post.

The class before the speed-learning

The rest of the team went around the classroom to see the posters the other teams made, and took some photos for me. Here you can see those posters:






I also left some feedback in TheJuncharees' blog: https://thejunchareesmurcia.blogspot.com.es/

"Hi, I'm Anthony from the Frisky Hedgehogs! Although I couldn't see your presentation I liked your reflections... Good job!"

I also stumbled upon http://sacswebsite.blogspot.com.es , more concretely upon a post about Complexity Theory. The post mentions the article "Complexity Theory, School Leadership and Management: Questions for Theory and Practice" by Morrison, K. It talks about some of the bad things of the CT, but it also mentions the great importance it has within the school. Maybe you could check it out!

Apart from the information about our week, I think I should speak about a bit of everything, as this will be the last journalist’s post. In my opinion, this is a fun role, as you get to speak about easy things, and go taking pictures and letting the readers know how we are doing.

I believe the team has being doing a great work throughout this course, everyone in their own role, and that’s why our artifacts ended up being so awesome! I must say that it hasn’t been easy, we have had to work hard, and some of us have stayed the whole afternoon to get our presentations ready. But in the end, I’m glad Linda made us work so hard, because that’s what learning is all about: working hard, and not memorizing some stuff just to pass and exam. Obviously, you can do so, but you are just wasting your time, learning is about working, not memorizing. Take that into account every time you (or your students) have some information to work on.

Well, I guess now it's us against the exam... GOOD LUCK EVERYBODY!

I hope you liked my post, thanks for reading.


Anthony Carlson

Thursday, May 12

[ANALYST] TASK 9 - SCHOOL THAT LEARNS

"THE LAST ANALYST"

Hi my bloggers I'm Edu Espinosa and this week I'm the analyst of Frisky Hedgehogs. I'm the last one of my group on doing this role and I hope to do not be also the least. As I did the last time I was analyst, first of all I'm going to tell you the history, the background of Frisky Hedgehogs until now.

As you already know, we are in the last task of the subject School Organization and Educational Resources, where we have been working since the beginning of the year. This last task is all about relationships, concretely we had to connect issues from "Complexity Theory" to "School that learns", from our point of view this task could be considered as a very subjective one because there are many relationships. We only chose a few of them to be explained because we only have five minutes to present our artifact. For this reason we have done a concept map wich includes the more important terms.

About the point, as an attempt of being a nice analyst, I have tried to put my eyes on all the things that I could, concretely I was very careful about the relation that this task, and the things which are included on it, and some theory or content that we have studied in another subject.

On this 9th task there are a lot of things which are not new for us. Obviously, we already know about complexity because we worked with that topic a few weeks ago in this same subject, with the documents of Starkey, L. (2012). We have also studied the importance of collaborative work in the subject Planificación de la Acción Educativa from an article by Day, C. (2006) That collaborative work is a really nice way to improve the knowledge of teachers and help them become more proffesional on their work. In addition I could also identify the taxonomy of Marzano, R. and Kendall, J. (2007) which is closely related to the use of the knowing that in the task we have include in the complexity theory, I mean, for Marzano, the appropiate and accurate use of the knowledge is an extraordinary activity that we all should develop and, in the complexity theory, teachers put it in practice, all in all they use their knowledge for increase it by sharing.

Furthermore there are some things of Diversidad del alumnado y Acción Tutorial which are also included on this task. Concretely I'm talking about the relationships between teacher and student, which is a section of our task, we studied it in the documents written by Castillo, S., Torres, J.A. y Polanco, L. (2009) where the topic is "good tutoring".

Getting back to the analysis, for me, the best and (one of) the worst part of the activity was the presentation day. On the one hand it was the best part of the activity because, one; thanks to the speed learning we all have a great view of the relationships between those issues and, two; the presentation day, for me, is like go shopping, you see many things that seems to be very similar but you only pick the things that you like the most. On the other hand, it was the worst part because our stars could not feel the previous experience and also they were all the time repeating the same things to different people.

Talking about the group-work-time, on this task we have lived some really good moments, concretely at the time of making the artifact there was a moment where the laughts were the only thing we could hear. Another good time was when we finally reached a common opinion about the ideas that we were going to represent in our artifact, and with that point I move to the worse part... Reach a common opinion from all of us, that is definetely our main weakness, all in all we are eight people with eight different opinions which we want to introduce, but for that reason we have a facilitator, who organizes the group in that way.



For determinated reasons this is the last task, so the group only will meet again to prepare the final exam, I'm talking about this because I want to say what should we improve as a group. From a very subjective point of view I see clearly that Frisky Hedgehogs use to work very hard and do the things close to perfection because of the ambition of their components, but from an objective point of view I do not know what kind of group we are, I mean, we do not know how can we improve our work because we try to do it perfectly... and here appears Linda's feedback.

We try to use Linda's feedback week after week, as you can see in the development of the blog, in the begining the posts were just okay and now we tend to use 2.0 tools for showing some parts such as the journalist and curator posts!!. About the feedback, I have to say that we have used it in the best possible way to improve our work and that ability of learning from our errors is something which I am very proud of (maybe Linda does not think in the same way).

All in all, something that we should improve as a group could be reducing the time that we waste while putting in common our ideas and what we are going to do for the artifact. By the contrary, something that we should maintain is definetely the ambition of doing the things better and better each time, work hard for everything and look after every detail.

In order to conclude I want to let the feedback theme appart and write a little bit about the future because I think that sometimes it is relevant to think about it for a while. Furthermore, I am going to connect the actual task (relations and connexions of schools-organizations) with our near future.

"We are the next generation of teachers". Trough that sentence I want to say that we are not only the future teachers in the sense of time, we are the new generation because of our working procedure, I mean, it is very possible that when we become teachers we use in our class a lot of resources related to ICTs, but we also should take into practice the issues that we have learn on this task, connect and build an efficent network with other proffesional people, fathers, students, colleagues... All of this in order to improve the knowledge of the educational-organization and, as a first objective, improve the education and with that; the society.

Thanks for reading guys.

Eduardo Espinosa.

Wednesday, May 11

[FACILITATOR] TASK 9 - SCHOOLS THAT LEARN

Hi! I'm Edu Gálvez and this week, for "the last task", I have the role of "facilitator", or boss of the group. Now, I'm going to explain the dinamic of work that we have followed:

Basically, we had to create a connection map in which we would include a net of relationships among two new texts about Schools that learn ("Estructuras para el trabajo y la coordinación de los profesores en los centros" by María Teresa González González & "Los centros educativos como organizaciones que aprenden: una mirada crítica" by Antonio Bolívar) and our knowledge about Complexity & Connections (last two tasks).

The two new texts have different subtitles, so firstly I divided that according the members of my group. Later, we made a brief summary of each one. Once we did that, we started to make relationships. We did that on Monday and, on Tuesday, we met to finish the task in a work room's university: connection map and speed of the stars. However, not everything is perfect as it seems: one of the star (Cristina) got terribly aphonic, so she could not carry out the presentation. Finally, Anthony replaced her and he and Jose did a great job!

I have to say that I'm a bit sad because this is the last blog entry that I post with Frisky Hedgehogs. It has been a pleasure.

I hope that you have enjoyed with us,

Edu Gálvez ;-)

[STAR] TASK 9 - SCHOOL ORGANIZED AND SCHOOLS THAT LEARN


Hi, I'm Cristina, the main star of this week, although in this case I couldn't perform the task in its proper way, I will explay you why.

On Sunday I could read the texts for the task 9 "Organización y gestión de centros escolares" and  "los centros educativos como organizaciones que aprenden: una mirada crítica", these texts were in spanish so it was easier than normal to understand. The task consisted on connect these texts with the last ones (Complexety Theory and Connections in school) so on Monday we divided the chapters to do a sum up and relation our chapter with the other contents.

On Tuesday, we met to talk about our connections and to do the artifact, a diagram which could explain our reflexions well. Therefore, I tried to make a good speech for us with the help of my mates in order to do a good job in our presentation while Jose started to make the diagram. At this point my voice was scarce, I was hardly hoarse so the team decided to put another star in case I were in the same way on Wednesday. The elected was Anthony so he finally did the presentation with Jose (because this was a two stars task).

I enjoyed the explanations of my classmates and I could appreciate the differences among the diagrams of each group. I took pictures of them in order to help Anthony with his role (the journalist). I have to say it was a relieve to have someone in my place because if I had to talk with my voice in those conditions for one hour I think it would have been pretty difficult.

To sum up I can say although the star by name I wasn't for real but we worked as a team and that's all that matters.


Cristina.

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Hello, I'm Anthony.

As my teammate Cristina said above, I was in charge of giving the presentation, because she had a sore throat and wasn't really capable of doing so.

This is my first time being a star. I mean, I had the role one of the weeks, but it was when we had to record some videos, so I didn't actually work as one.

Being a star is difficult in my opinion, because the whole team relies on you, and thats quite an amount of pressure.

The way we explained our diagram was by interacting with each other. We started every presentation by saying hello to each other and making our public crack a smile, so that the would expect our presentation to be boring. Also, throughout the presentation, we made some funny comments, as well as answering questions to one another, making it not just one more presentation, but something people would enjoy! I think I could say this was a bit of a gamble. If the teacher had had a bad day, she would have certainly not liked our comments and interactions.

The presentation was great fun. Well, apart from the fact that we had to explain the same information to several groups... But anyway, it's always encouraging to see someone crack a smile because of what you have done. Moreover, the encouragement increases when those people tell you they liked the presentation.

In conclusion, I was kind of terrified at first, because of the pressure and the few time I had to learn the information. But after we presented to the first group and I saw them smile and laugh I knew we were doing great, which eliminated that initial fear.



Thanks for reading, and also for those smiles you all gave us, it was a great feeling!

Anthony Carlson

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Now is my turn, I am Jose A Gómez the second star for this week, for me I have to say it was more than a great experience not only because I could see on me my own evolution also because I can say aloud what is the task about. It helps me to study and etch those new knowledges in my brain.

When I refer to my own EVOLUTION is because I have finished the Resources course role play exactly like I started as Star. Frist task of TPACK was mine as well, I remember those first days of the season as if it were yesterday and today the end of the course is here.

In fact, I should say that Linda words just before the last five minutes of the speed learning representation in which we were immersed  get into my like a bitter-sweet  candy, she said: " this is the five last minutes presentation".
I did not realize about that and my heart started dancing half sad and half happy. The end of the course, c'mon! an academic, time flies!

All in all, I felt comfortable representing eight times for my classmates and my FH mate, Anthony was a great support for me. We thought that the atmosphere that we give to the representation asking each other to redo question and clarified concepts was not only funny also productive to make our ideas simple and understanding for our mates. As Anthony say in his words above, crack a smile in our audience was one the best feedback the could give us.

So it was a pleasure for me share my weeks of work with all of you and I hope these words stay around the net for many time.

Thanks for reading and leave some comments if you want.

Don't forget show your best smile.

Jose A Gómez








[TRANSLATOR] TASK 9 - SCHOOL ORGANIZED AND SCHOOLS THAT LEARN

Hi!!!This is Pepi, and today and for the last week I am the translator...These are the concepts that I have chosen.

Hope you like them...and...this is not goodbye forever, it´s...see you soon!!!!
It has been a pleasure learning and sharing all this process with you, I highly hope you can have learnt as we did.

All my love
Pepi


“Equipo docente de ciclo”: they are a type of organization within the schools which are formed by the teachers who give instructions to students in the same cycle (2 years). All of them must work together in order to coordinate, organize, and make all the decisions related to these levels. They are in charge of these students, so they also have to coordinate the tutorial action. They work in a horizontal way, this means that they must work hand by hand to get a unite, continued and meaningful education throughout the duration of these cycles. To get this in a more general vision, they also must coordinate with others teamwork in order to get a continued education throughout the three cycles in Primary Education. They can work efficiently or just being mere formal organizations that not comply with what they are supposed to do within schools. Knowledge can emerge through the connections among teachers within the same teamwork and among the others whole teamwork.

“Departamentos didácticos”: they are a type of organization within the high schools which are formed by the teachers specialized in certain subjects. In this case, all the actions and work are based on the subjects, not around students. They must work together in order to coordinate, organize, to avoid repetitions in the subjects within the levels or classes they teach. They work in a vertical way, this means that teachers must coordinate the subjects to get a continuity, not repetition of contents, sequential to get a cohesion within the courses and levels they teach these subjects. Same as “equipo docente de cycle”, they can work efficiently getting their goals or only being mere formal organizations which do not comply their functions. Knowledge can emerge through the connections among teachers within the same department and among the others whole departments.

“Comisión de Coordinación Pedagógica”: they are organizations within schools and high schools formed by the headmaster, school supervisor and the cycle coordinators (schools) and department manager (high school). They are in charge of setting the “rules” and how schools and high schools must work according to their philosophy. It is like they decide what “equipos docents” and “departamentos didácticos” must do and how. They all together make the biggest decisions in order to organize, follow the directions, decide how to evaluate and so on in all their organizations. Below them, there are the others organizations which put into practice the decisions made by this organization.

“Junta de profesores”: within high schools, there are “Junta de profesores” which are formed by the teachers and the tutor of a group of students. It is managed by the tutor, and all the teachers belong to different departments as each one of them teach a different subject. They just have in common this group of students. Where there are the evaluations, all the teachers from the group of students get together in order to speak about their students, bad and good things or if there are problems to try to solve them out.


“Learning organizations”: schools can also learn, not only to produce knowledge, they can learn if they are able to change, makes self-analyses of itself in order to improve it, work all together and take advantage of the knowledge emerged through such connections. Also it is important to consider changes as learning, learning to improve and chance to grow up as a school and their components as persons and professionals. In these schools, they have the will to learning in different ways: each agent (teachers, head master..); as  a group (all the agents together) and finally, as the whole school.  

[CURATOR] TASK 9

References:


- Castillo, S., Torres, J.A. y Polanco, L. (2009) Tutoría en la enseñanza, la universidad y la empresa. Formación y práctica. Madrid. Pearson Educación.

- Mishra, M. J. (2009). What Is Technological Pedagogical Content. Contemporary Issues in Technology and Teacher Education.


- Castañeda, L. (2014, December, 31st). TPACK Technological Pedagogical Content Knowledge. Retrieved from: https://www.youtube.com/watch?v=qVT0pB_f2Zk


- Day, C. (2006). Pasión por enseñar: La identidad personal y profesional del docente y sus valores.


- Marzano, R. y Kendall, J. (2007) The new taxonomy of education.


- Starkey, L. (2012). Teaching and learning in the digital age. The Complexity of Schools.

- Starkey, L. (2012). Teaching and learning in the digital age. Connections & Relationships.



- 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. Núm18.


- 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.