Erasmus + del profesorado. Soverato (Italia) del 15 al 21 de abril.

cofinanciado mini

Courses 2017/18 

Éstas son las cuatro movilidades que llevaremos a cabo con el proyecto "Investigación e inmersión en metodologías activas e innovadoras fuera y dentro del aula del IES CAÑADA DE LA ENCINA". Durante la realización de las mismas os iremos contando día a día la experiencia de los profesores que realizarán estas movilidades. Los cursos y el job shadowing concedidos serán los siguientes:

  1. Curso: Flipped Classroom – Del 8 al 14 de enero en Florencia (Italia)

  2. Job Shadowing : Periodo de observación en Ritarhuaju School. Del 15 al 20 de enero en Oulu (Finlandia).

  3. Curso: Formación en aplicación de actividades relacionadas con la música, plástica y el deporte dentro y fuera del aula. - Del 4 al 10 de febrero en Assen (Países Bajos)

  4. Curso: Formación en actividades fuera del aula. Del 15 al 21 de abril en Soverato. (Italia)

Curso: Formación en actividades fuera del aula. Del 15 al 21 de abril en Soverato. (Italia)

Fifth day - 20th April

This morning, we went to the local market of Soverato. It is held on Fridays and it is very similar to the local markets we can find in Spain: they sell fruit, vegetables, cheese, meat, typical sweets from Calabria region, clothes,…

In the afternoon, we have visited Badolato Superiore, a beautiful town near Soverato placed in a hill. I have really enjoyed this activity. Afterwards, my colleagues and me we have shared a time for dinner and chatting.


Even though my Erasmus + experience comes to an end, my training continues.

Quinto día – 20 de abril

Esta mañana, hemos ido al mercado local de Soverato. Se celebra los viernes y es muy similar a los mercados locales que podemos encontrar en España: venden frutas, verduras, queso, carne, dulces típicos de la región de Calabria, ropa, ...
Por la tarde, hemos visitado Badolato Superiore, una hermosa ciudad cerca de Soverato situada en una colina. He disfrutado mucho esta actividad. Después, mis compañeros y yo hemos compartido un tiempo para cenar y conversar.

Aunque mi experiencia Erasmus + llega a su fin, mi formación continua.

Fourth day -19th April.

Today’s activity consisted in editing the shots we had previously recorded in order to make a little movie. First, in the morning, the instructor has explained us how to use a video editing application called “Final Cut”. After, in the afternoon, we have worked with the app to make our own movie. Finally, we have shared the outcomes with our partners and we have had an amusing time watching our works.

That is what I can tell you about today. Tomorrow, more.


Cuarto Día -  19 de abril.

La actividad de hoy consistía en editar las tomas de vídeo que habíamos grabado previamente para crear una pequeña película. En primer lugar, por la mañana, la monitora nos has explicado cómo utilizar una aplicación de edición de vídeo llamada “Final Cut”. Después, por la tarde, hemos trabajado con la aplicación para crear nuestro propio vídeo. Finalmente hemos compartido los resultados con nuestros compañeros y hemos pasado un rato entretenido viendo nuestros trabajos.

Esto es lo que puedo contaros del día de hoy. Mañana, más.

Third day – 18th April

Today, we have continued with the workshop about video making, although this time it was outdoor. Our task consisted in recording different sounds, and videos using several kinds of shots. We have had a good time doing this activity.   

Tercer día – 18 de abril.

Hoy hemos continuado con el taller sobre la realización de videos, aunque esta vez fue al aire libre. Nuestra tarea consistía en grabar diferentes sonidos y videos usando varios tipos de tomas. Lo hemos pasado bien haciendo esta actividad.

Second day - 17th April

Today, I have taken part in a workshop about video making. We have discussed about how media education can help prevent and fight early education drop out, motivate students and strengthen the relationship between teachers and students.

In the afternoon, we have changed activity. We have had a speech about bullying, how to prevent and fight it.

That is all by today. I will tell you more tomorrow.


Segundo Día – 17 de abril.

Hoy he participado en un taller sobre creación de videos. Hemos debatido sobre cómo la educación en medios de comunicación puede ayudar a prevenir y combatir el abandono escolar temprano, motivar a los estudiantes y fortalecer la relación entre profesores y estudiantes.

Por la tarde hemos cambiado de actividad. Hemos recibido una charla sobre el bullying, cómo prevenirlo y cómo combatirlo.

Eso es todo por hoy. Mañana os contaré más.


First day- 16th April

Today, a group of seven teachers from different European countries has started a course about
Outdoor Learning. My partners come from Croatia, Sweeden, Serbia, Germany and Spain.
The first activity we have done was to meet Erika Gerardini, trainer and designer of the course,
we have also introduced ourselves and our schools. After that we have received some useful
information for our stay in Soverato, and we have gone for a walk to know the town. There is a
beautiful beach, here you are some photos:

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Soverato is one of Calabria's most famous fishing villages.

After Lunch, we have had an outdoor session, a dynamic activity to getting to know each other
a bit more. Finally, we have had a workshop about Erasmus + and European framework.
That is all by now. I will tell you more tomorrow.
My best regards.

Primer día. 16 de abril.

Hoy, un grupo de siete profesores de diferentes países europeos ha comenzado un curso sobre
aprendizaje al aire libre y trabajo en equipo. Mis compañeros vienen de Croacia, Suecia,
Serbia, Alemania y España.
La primera actividad que hemos realizado ha sido conocer a Erika Gerardini, formadora y
diseñadora del curso, también nos hemos presentado a nosotros mismos y a nuestros colegios.
Después de eso, hemos recibido información útil para nuestra estancia en Soverato, y hemos
ido a dar un paseo para conocer la ciudad. Hay una hermosa playa (arriba podemos ver las fotos).
Después del almuerzo, hemos tenido una sesión al aire libre, una actividad dinámica para
conocernos un poco más. Finalmente, hemos tenido un taller sobre Erasmus + y el marco
Eso es todo por ahora, mañana os contaré más.

Erasmus + Profesorado 17-18 - Assen 4 - 10 Febrero


cofinanciado mini

Courses 2017/18 

Éstas son las cuatro movilidades que llevaremos a cabo con el proyecto "Investigación e inmersión en metodologías activas e innovadoras fuera y dentro del aula del IES CAÑADA DE LA ENCINA". Durante la realización de las mismas os iremos contando día a día la experiencia de los profesores que realizarán estas movilidades. Los cursos y el job shadowing concedidos serán los siguientes:

  1. Curso: Flipped Classroom – Del 8 al 14 de enero en Florencia (Italia)

  2. Job Shadowing : Periodo de observación en Ritarhuaju School. Del 15 al 20 de enero en Oulu (Finlandia).

  3. Curso: Formación en aplicación de actividades relacionadas con la música, plástica y el deporte dentro y fuera del aula. - Del 4 al 10 de febrero en Assen (Países Bajos)

  4. Curso: Formación en actividades fuera del aula. Del 15 al 21 de abril en Soverato. (Italia)

Curso: Formación en aplicación de actividades relacionadas con la música, plástica y el deporte dentro y fuera del aula. - Del 4 al 10 de febrero en Assen (Países Bajos)

The end. Friday, 9th of February.

It's my sixth day here and my ears are already getting used to the silence that reigns in these  northern Europe cities. They transmit me tranquility, peace, order ... Even in a market day as it was today, in which the square has been filled with vegetable stalls, cheeses, nuts, breads, fish and TULIPS, people walk quietly, calmly and with a smile on his mouth.

Today has been special for several reasons. Firstly, because it is the last day of the course. The evaluations and farewells that were expected for Saturday morning, have been advanced to Friday afternoon due to the flights of the attendances. So we had to finish our final work quickly, which consisted in creating a video summary of the methods explained and the places we visited.

In the morning, we developed the Mind Mapping method, very useful conceptual maps to organize ideas and establish the work path. The rains of ideas are the starting point to create branches of content that are developed with texts, drawings or images, and that are worth as much to begin a unit of contents as to finish them. After practical work and food, we went to the institute of Assen where its director explained the operation of the center, its teaching philosophy and facilities. With an annual budget of 6 million Euros, of which 80% is destined to the salary of the teachers, this public center has some impressive workshops of computer science, mechanics, carpentry, kitchen, hairdressing, assistance to the sick, auditoriums for groups of theater or music, which are electives subjects that can be chosen in Secondary. That is why the Dutch say with great pride that in their country there are no private educational centers.

Último día viernes 9 de febrero 

Es mi sexto día aquí y mis oídos ya se están acostumbrando al silencio que reina en estas ciudades del norte de Europa. Me transmiten tranquilidad, paz, orden... Incluso en un día de mercado como ha sido hoy, en el que la plaza se ha llenado de puestos de verduras, quesos, frutos secos, panes, pescados y TULIPANES, la gente pasea tranquila, con calma y con una sonrisa en la boca.

El día de hoy ha sido especial por varias razones. Primero, porque es el último día de curso. Las evaluaciones y despedidas que se esperaban para el sábado por la mañana, se han adelantado al viernes por la tarde debido a los vuelos de los participantes. Por lo que hemos tenido que acabar rápido nuestro trabajo final que consistía en elaborar en grupo un vídeo resumen de los métodos explicados y los lugares visitados.

Por la mañana desarrollamos el método del Mind Mapping, mapas conceptuales muy útiles para organizar ideas y establecer el camino de trabajo. Las lluvias de ideas son el punto de partida para crear ramas de contenidos que se desarrollan con textos, dibujos o imágenes, y que valen tanto para comenzar una unidad de contenidos como para terminarlas. Después del trabajo práctico y de la comida, nos hemos dirigido al instituto de Assen donde su director nos ha explicado el funcionamiento del centro, su filosofía de enseñanza y las instalaciones. Con un presupuesto anual de 6 millones de Euros, de los cuales un 80% está destinado al salario de los profesores, este centro público  cuenta con unos talleres impresionantes de informática, mecánica, carpintería, cocina, peluquería, asistencia a enfermos, auditorios para grupos de teatro o de música, que son las optativas que pueden elegir en Secundaria. Por eso dicen los holandeses con mucho orgullo que en su país no existen los centros educativos privados.

Some pictures of the day...



5th day - 8th February

This day we have seen again how we can combine creativity in different subjects with technology. In the morning, we made a "Stop motion", a cinematographical technique that can be applied to multiple subjects and contents, even Mathematics or Physics can be explained.

The visit to the Drent Historical Archive has discovered us a way of teaching history that joins the Scape Room, so fashionable game nowadays. In this activity we had to look for a historical object following a series of clues that were found in historical documents. The Archive also has an activity prepared with Iphones to recognize the historical monuments using GPS. Quite funny!!

5to día - 8 de febrero

De nuevo este día hemos visto cómo podemos combinar la creatividad en las diferentes asignaturas con la tecnología. Por la mañana hemos hecho un "Stop motion", una técnica cinematográfica que se puede aplicar a múltiples materias y contenidos, incluso se pueden explicar matemáticas o física.

La visita al archivo histórico de Drent nos ha descubierto una forma de enseñar historia que se une a los Scape Room, tan de moda últimamente. en esta actividad teníamos que buscar un objeto histórico siguiendo una serie de pistas que se encontraban en documentos históricos. El archivo también tiene preparado una actividad con Iphones para reconocer los monumentos históricos usando el GPS. Quite funny!!

Some pictures of the day...

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4th day - 7th February 

In all the activities we are doing we are reminded that the most important thing for Dutch education is for the students to experience for themselves, to be the active protagonists of their learning and to put all their senses into the tasks they are going to carry out. Today's three activities were going in that direction.

In the morning, we carried out an activity in the city's museum, which houses a typical house from the 18th century and reproduces the way of life at that time. It mixes the senses (music, touch and traditional smells) with high technology. The "Treasure hunting" method, the second activity of the day, in addition to motivating the students, developing creativity and teamwork, helps us to work the so-called "learning-by-doing". With a map of the city of Assen in  one hand and twelve monuments to look for, we have stood up against the cold to put it into practice.

The last activity has also put into practice this collaborative technique with the "hands on" method and consisted of jointly creating a mural to the rhythm of the music, exchanging places and letting themselves be carried away by creativity.

4to día - 7 de febrero

En todas las actividades que vamos haciendo nos recuerdan siempre que lo más importante para la educación holandesa es que los alumnos experimenten por sí mismos, que sean los protagonistas activos de sus aprendizajes y pongan todos sus sentidos en las tareas que van a realizar. Las tres actividades de hoy iban por esa dirección.

A primera hora, hemos realizado una actividad en el museo de la ciudad, que alberga una casa típica del siglo XVIII y reproduce la forma de vida de entonces. En ella se mezclan los sentidos (la música, el tacto y los olores tradicionales) con la alta tecnología. El método del "Treasure hunting", segunda actividad del día, además de motivar a los alumnos, desarrollar la creatividad y el trabajo en equipo, nos ayuda a trabajar el llamado "learn-by-doing" o aprender haciendo. Con un plano de la ciudad de Assen en la mano y doce monumentos que buscar, hemos plantado cara al frío para ponerlo en práctica.

La última actividad también ha puesto en práctica esta técnica colaborativa con el método "hands on" y consistía en crear de manera conjunta un mural al ritmo de la música, intercambiando los lugares y dejándose llevar  por la creatividad.

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3rd day 6th februay 

During the third day of our course in Assen, we visited the windmill «De Wachter», in Zuidlaren, we mentioned creative teaching methods for better behavior in the classroom, using a practical approach and workshop examples such as outdoor activities , Art, Crafts and Technology.

The pedagogical workshop of the visit to the windmill worked as a powerful instrument for the didactic improvement in the school. It was an open and dynamic learning situation, which enabled innovation, the exchange of experiences and the construction of knowledge.

In the case of Mathematics (combination of prime numbers in the lace system), Physics (sheepskin system), Art (musical performance with music, ancient instruments, piano bar and lighted music box with movement) .

3er día - 6 de febrero

Durante el tercer día de nuestro curso en Assen, visitamos el molino de viento «De Wachter», en Zuidlaren, se mencionaron métodos creativos de enseñanza para un mejor comportamiento en el aula, utilizando un enfoque práctico y ejemplos de taller como actividades al aire libre, arte, artesanía y tecnología.

El taller pedagógico de la visita al molino de viento funcionó como un instrumento poderoso para el perfeccionamiento didáctico en la escuela. Se trató de una situación de aprendizaje abierta y dinámica, que posibilitó la innovación, el intercambio de experiencias y la construcción de conocimientos.

En el caso de las matemáticas (combinación de números primos en el sistema de encaje), de física (sistema de roldanas), arte (ejecución musical con la música, instrumentos antiguos, realejo, piano de bar y caja de música iluminada con movimiento).

Some pictures of the day...

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  2nd Day - 5th February 

The hashtag of the Goya Awards that took place last Saturday said #MÁSMUJERES. On this second day of course, I have thought of it during the presentations of the different schools that  participate in the course. Of the 26 attendees, 24 are women, at least curious. In recent years we see how there are many more women than men in schools and we also see how women are more interested in training.

After the presentations of each country and educational center, we have talked about the education system of the Netherlands and we have answered some questions to try to contrast it with their own. However, the visit to the Public Library has attracted most of my attention. It is a modern building, which houses not only the library room, but also an auditorium, a theater and a museum. A multipurpose space made for the enjoyment of the citizens, who were consulted for their construction. The library is broad, luminous, accessible and tremendously technological. I am left with the so original classification of books and with the involvement of the families to make their children show appreciation for the reading.

2do día - 5 de febrero

El hashtag de los Premios Goya que se celebraron este pasado sábado decía #MÁSMUJERES. En este segundo día de curso he pensado en él durante las presentaciones de los diferentes centros educativos que participamos en el curso. De los 26 asistentes, 24 somos mujeres, un dato por lo menos curioso. En los últimos años vemos cómo hay muchas más mujeres que hombres en los institutos y también vemos cómo las mujeres estamos más interesadas en formarnos.

Después de las presentaciones de cada país y centro educativo, nos han hablado del sistema educativo de los Países Bajos y hemos empezado una tanda de preguntas para tratar de contrastarlo con los propios. Sin embargo, la visita a la Biblioteca Pública es lo que más me ha llamado la atención. Es un edificio moderno, que alberga no solo la sala de biblioteca, sino también un auditorio, un teatro y un museo. Un espacio multiusos hecho para el disfrute de los ciudadanos, quienes fueron consultados para su construcción. La biblioteca es amplia, luminosa, accesible y tremendamente tecnológica. Me quedo con la clasificación tan original de los libros (los tejuelos son diferentes a los nuestros) y con la implicación de las familias para hacer que sus hijos muestren aprecio por la lectura.

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1st Day - 4th February 

Green and water. Water and green. Everywhere. I'm not talking about the symbols of Federico García Lorca, whose meaning my last year students know very well. I speak of the landscape of the Netherlands from the plane. Assen, a town that is two hours north of Amsterdam, has received me with snow too, just as I left my town this morning. Here in Assen we have started today the course Creativity in teaching and training. How to use music, art, ICT and outdoor activities in education, which is part of the Erasmus + teacher training program that we are developing in the IES.
At 5 o'clock in the afternoon we started the presentation activities and we received the schedule of the course with all the programmed activities, later we have made a European fair with typical products from the countries that are taking the course: Portugal, Spain, Greece, Romania, Poland and the host, the Netherlands (they have made it very clear to us that Holland is only one of the different regions that make up the country, so from now on, the Netherlands).
Tomorrow we start with the activities.

1er día - 4 de febrero

Verde y agua. Agua y verde. Por todos lados. No hablo de los símbolos de Federico García Lorca, cuyo significado saben muy bien mis alumnos de último curso, no. Hablo del paisaje de los Países Bajos desde el avión. Assen, un pueblo que está a dos horas al norte de Amsterdam, me ha recibido con nieve también, igual que he dejado mi pueblo esta mañana. Aquí en Assen hemos empezado hoy el curso Creativity in teaching and training. How to use music, art, ICT and outdoor activities in education, que está dentro del programa de formación de profesores del Erasmus + que estamos desarrollando en el IES.
A las 5 de la tarde hemos empezado las actividades de presentación y hemos recibido el horario del curso con todas las actividades programadas, para luego dar paso a una European fair con productos típicos de los países que realizan el curso: Portugal, España, Grecia, Rumania, Polonia y el anfitrión, Países Bajos (nos han dejado muy claro que de Holanda nada, porque solo es una de las diferentes regiones que conforman el país, así que a partir de ahora, Países Bajos).
Mañana empezamos con las actividades. Ahora a descansar.

 Some pictures of the day...

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Erasmus + Profesorado 17-18 - Flipped Classroom - 8 - 12 enero


cofinanciado mini

Courses 2017/18 

Éstas son las cuatro movilidades que llevaremos a cabo con el proyecto "Investigación e inmersión en metodologías activas e innovadoras fuera y dentro del aula del IES CAÑADA DE LA ENCINA". Durante la realización de las mismas os iremos contando día a día la experiencia de los profesores que realizarán estas movilidades. Los cursos y el job shadowing concedidos serán los siguientes:

  1. Curso: Flipped Classroom – Del 8 al 14 de enero en Florencia (Italia)

  2. Job Shadowing : Periodo de observación en Ritarhuaju School. Del 15 al 20 de enero en Oulu (Finlandia).

  3. Curso: Formación en aplicación de actividades relacionadas con la música, plástica y el deporte dentro y fuera del aula. - Del 4 al 10 de febrero en Assen (Países Bajos)

  4. Curso: Formación en actividades fuera del aula. Del 15 al 21 de abril en Soverato. (Italia)

Curso: Flipped Classroom – Del 8 al 14 de enero en Florencia (Italia)

Nuestra compañera Marian se encuentra durante estos días en la ciudad de Florencia asistiendo al curso estructurado "Flipped Classroom" llevado a cabo por la empresa Europass Teacher Academy. Cada día nos irá contando su experencia tanto en castellano como inglés. Veremos que averigua sobre esta nueva metodología a la que cada día se están sumando más profesores y en sucesivos cursos estudiaremos su puesta en práctica en el IES CAÑADA DE LA ENCINA.

Día 1 - 1st Day 

8th January 2018. FLIPPED CLASSROOM STRUCTURED COURSE, by Marian. Today we have started with a presentation of the school and town of each of the participants. We are 9 teachers from Primary and Secondary School, from Spain, Denmark, Poland, Croatia and Reunion Island. We have been introduced to the Flipped Classroom methodology by watching practical examples. Then, we have designed a potential Flipped Classroom lesson with our students in our class. After that, we have worked in groups to share our ideas. Sheila, who is the teacher, has made us think about how important this methodology is when you have several learning levels in your class through practical and real examples in American and European Schools. 

8 de enero 2018. Curso sobre Clase Invertida (Flipped Classroom), by Marian. Hemos comenzado presentando nuestro centro y localidad. Somos 9 Profesores de primaria y secundaria de varios países: España, Dinamarca, Polonia, Croacia e Isla Reunión. Nos han enseñado unos vídeos que contenían ejemplos prácticos. Después, hemos tenido que pensar cómo aplicaríamos esta metodología teniendo en cuenta nuestra asignatura y nuestros alumnos. Seguidamente, hemos compartido nuestras ideas trabando en grupos. La profesora, Sheila, nos ha mostrado ejemplos prácticos y reales de institutos americanos y europeos para que veamos la utilidad de esta metodología cuando estamos en una clase con varios niveles de aprendizaje.

Algunas fotos del día.... Some pictures of the day...
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Día 2 - 2nd Day 

9th January 2018 - Today, the course has been divided in three parts: modeling a Flipped Classroom example, creating our own plus feedback, and how it is seen through the eyes of learners. I presented my Flipped Classroom example which was designed for 2 Bachillerato students, this time in a Writing Class. I showed my partners how I would create my video with my explanation about HOW TO WRITE A PROPER OPINION ESSAY, so that the students could watch it at home the day before my class. This way, we will have more time in class to practice, give feedback and overcome hurdles. Finally, we listened to some students explaining how easy is now for them to follow lessons and practice in class. So, we can say that the Flipped Classroom is typically prerecorded lectures followed by in-class exercises. In other words, your class time becomes a workshop.

9 de enero 2018 - La clase de hoy se ha dividido en tres partes. La profesora nos ha explicado un modelo real de cómo ella hace una clase con Flipped Classroom y después hemos tenido que crear la nuestra. A continuación, cada uno hemos expuesto nuestro modelo de ‘Clase Invertida’ y los compañeros nos han dado ideas para poder mejorarla así como su punto de vista. En mi caso, he diseñado una clase de Writing para 2 de Bachillerato, donde les explico cómo hacer una buena redacción de opinión. A mis compañeros les he explicado cómo haría el vídeo con dicha explicación, para que los alumnos lo vean y analicen en casa antes de venir a clase. De esta manera, tendremos más tiempo de clase para practicar y resolver dudas. Finalmente, hemos escuchado experiencias positivas de alumnos que han participado en clase con esta metodología porque tenían más tiempo para practicar en clase y podían seguir  mejor las explicaciones del profesor. En conclusión, podemos decir que la Clase Invertida consiste en grabar un pequeño vídeo con una explicación para así tener más tiempo en clase para la práctica. Dicho de otra manera: el tiempo que dura tu clase se convierte en un taller mucho más práctico y cercano.

Algunas fotos del día.... Some pictures of the day...

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Día 3 - 3rd Day 

10th January 2018. Today, the whole class has been about ASSESSMENT. We have been shown different ways to evaluate our students progress, either in a formative or summative way, when using the FLIPPED CLASSROOM. We are kind of familiar to that since we are already used to evaluating through standards. We had the opportunity to share the evaluation system in each country, and you can’t imagine how different they are from each other.

10 de Enero 2018. La clase de hoy se ha centrado prácticamente en la EVALUACIÓN. Nos han enseñado diferentes materiales y técnicas para evaluar a nuestros alumnos cuando usamos la metodología de CLASE INVERTIDA. Para nosotros no supone trabajo extra, ya que estamos acostumbrados a evaluar por estándares. También tuvimos la oportunidad de comparar los sistemas educativos de los países representados, y hemos encontrado muchísimas diferencias.

Algunas fotos del día.... Some pictures of the day...

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Día 4 - 4th Day 

11th January 2018.Today we’ve been taught the digital part of the Flipped Classroom methodology. We brought our computers and Illaria, the tech teacher, centered half of the class analyzing different options that YouTube provides for teaching. After the break, we’ve been taught how a free on-line programme, Screencast-o-matic, works and we can use it to create our videos  for the students homework. It’s pretty easy to use and it just takes some minutes to produce a video. It’s been worthy! After the class, we’ve been walking with another teacher Enzo, born in Florence, through a very unfamiliar for tourists and full-of-essence streets and neighborhoods.

11 de enero de 2018. La clase de hoy se ha centrado en la parte digital que se necesita para poder llevar a cabo la Clase Invertida. Con nuestros ordenadores y la ayuda de Hilaria, nuestra profesora de informática, hemos podido ver y rastrear las posibilidades educativas que nos ofrece YouTube. Después de un merecido descanso, hemos aprendido a usar Screencast-o-matic, una herramienta digital on line y gratuita con la que crearemos los vídeos para la tarea de casa de  nuestros alumnos. Es muy fácil de utilizar y en muy pocos minutos puedes preparar tus vídeos. ¡Ha merecido la pena! Después del curso hemos conocido a Enzo, un profesor nacido aquí en Florencia, y hemos tenido la oportunidad de pasear por sitios menos conocidos por los turistas y llenos de esencia florentina.

Some pictures of the day....

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Día 5 - 5th Day

12/01/2018. In our last day of the course, we’ve been through the Edmodo platform. It’s a great tool to be used together with Flipped Classroom, as it offers you many options and it is updated frequently with new tools. As far as the whole experience, this trip has been amazingly worthy. Once again, I strongly recommend it to all teachers.

12/01/2018. Hoy hemos tenido nuestra última clase. Esta vez, hemos visto la plataforma Edmodo, un recurso ideal para usarlo en la Clase Invertida. Nos ofrece muchas opciones, es muy intuitivo y además se actualiza constantemente con nuevas herramientas. Para terminar, me gustaría decir que la experiencia ha merecido muchísimo la pena y, como siempre, la recomiendo a todos los profesores.


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Erasmus + Profesorado 17-18 - Job Shadowing - Oulu - Finlandia - Del 15 al 20 de enero

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Courses 2017/18 

Éstas son las cuatro movilidades que llevaremos a cabo con el proyecto "Investigación e inmersión en metodologías activas e innovadoras fuera y dentro del aula del IES CAÑADA DE LA ENCINA". Durante la realización de las mismas os iremos contando día a día la experiencia de los profesores que realizarán estas movilidades. Los cursos y el job shadowing concedidos serán los siguientes:

  1. Curso: Flipped Classroom – Del 8 al 14 de enero en Florencia (Italia)

  2. Job Shadowing : Periodo de observación en Ritarhuaju School. Del 15 al 20 de enero en Oulu (Finlandia).

  3. Curso: Formación en aplicación de actividades relacionadas con la música, plástica y el deporte dentro y fuera del aula. - Del 4 al 10 de febrero en Assen (Países Bajos)

  4. Curso: Formación en actividades fuera del aula. Del 15 al 21 de abril en Soverato. (Italia)

Job Shadowing : Periodo de observación en Ritarhuaju School. Del 15 al 20 de enero en Oulu (Finlandia).

5th Day - Día 5.

19th January 2018. Last day in Ritaharjy Community Centre. I have had a great experience along this week. Let’s see today’s activities and the conclusions.,

Today I have had the chance to visit a Primary building which belongs to the school which it is 1km away. The facilities of this school leave you breathless, due to the amazing distribution, the resources used, the digital devices they have and the collaborative work among teachers. In the pictures below you will see this.

About conclusions I would like to emphasise the following ones:

- The most striking is the different spaces they have and the distribution of them. The Headmaster told me that architects meet teachers to plan the buildings.

 - Technology and furniture used are cutting.edge.

 - Books and food are free for students from 3 to 17 years old.

 - There is a great collaboration and cooperation among same and different subject teachers, in primary and secondary. Moreover, this coordination is weekly.

 - There is overtolerance and flexibility to students attitudes that are not well-seen in our culture. We usually punish these behaviours and they don’t.

 - Teachers are hired without taking an exam. They must give in their CV and have an interviewed with the Headmaster of the school.

 - Families thoroughly believe in teachers work and they don’t question how they work.

- We could continue giving more conclusions, but I think these are the most important ones of this amazing experience.

Lastly, I would like to express my gratitude to Erasmus + for giving us this possibility to develop this project, and to IES CAÑADA DE LA ENCINA which gave me the chance to participate in the project.

19 de enero de 2018. Último día en el instituto Ritaharju Community Centre. Gran experiencia la vivida durante toda la semana, os comento el día de hoy y las conclusiones de la semana.

Hoy he tenido la oportunidad de visitar un edificio de primaria perteneciente al colegio pero que está a 1km de distancia. De nuevo las instalaciones de este centro te dejan sin aliento, debido a la magnífica distribución, a los materiales utilizados, a los aparatos electrónicos que disponen y al trabajo colaborativo entre profesores. En las fotos más abajo podréis ver todo esto.

En cuanto a las conclusiones me gustaría resaltar las siguientes:

- Lo más impactante de este centro son los espacios que tienen y la distribución de los mismos. El director comentaba que los arquitectos se reúnen con los docentes para la planificación de los mismos.

- La tecnología y el mobiliario que utilizan es de última generación.-

- Los libros y la comida en los centros para los alumnos es gratuita desde los 3 hasta los 17 años.

- Utilizan de forma masiva la metodología Aprendizaje Basado en Proyectos.

- Existe una gran colaboración y cooperación entre el profesorado de las mismas y de diferentes asignaturas, tanto en primaria como en secundaria. Además, esta coordinación se lleva a cabo a través de reuniones semanales.

- Existe mucha permisividad y flexibilidad hacia actitudes de los alumnos que no están bien vistas en nuestra cultura. Hay comportamientos que nosotros castigamos y que ellos no suelen castigar.

- El profesorado no tiene que enfrentarse a un examen para ser contratado. Debe presentar el CV y además entrevistarse con el director.

- Las familias creen plenamente en el trabajo que realizan los profesores y no cuestionan el cómo trabajan.

Podríamos seguir enumerando más conclusiones, pero considero que estas son las más importantes de esta gran experiencia.

Por último, agradecer al programa Eramus + el habernos dado la posibilidad de desarrollar este proyecto, y al IES CAÑADA DE LA ENCINA que me haya dado la oportunidad de participar en el proyecto.

 Pictures of the day...

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4th Day - Día 4.

18th Januray 2018.During this 4th day of my Finnish experience I have attended a Language, Math and Music lessons. Moreover, I have had a meeting with the Headmaster and with a team of teachers.

Firstly, the lessons, as I could observe in the former days, are mainly based on the collaborative work. Students are seated in groups as you could see in the pictures. Furthermore they usually work with projects in the same subjects or in related subjects.

Secondly, the meeting with the Headmaster has clarified certain aspects, as for example that Finnish teachers get their posts after delivering their CV and having an interviewed with the Headmaster. Moreover, he said that books are completely free for primary and secondary students, in the same way as the food the students eat in the school canteen. On the other hand, he also assured that they have misbehaviour problems although they are not very serious. In this topic, I believe they have different concepts for serious or simple problems. About meetings with families, he explained that he meets every month with what they call AMPA, and what’s more, along the year there are two specific weeks where teachers meet families to explain them the progress of the children in the different subjects. It would be something similar to what we do with the delivery of reports at the end of the term. Finally, he said that this is a unique School in Finland, emphasising that they only use in a continuous way the collaborative work among teachers, students and families to get so good results, being almost absent the percentage of students who leave their secondary education with 17 years old.

Lastly, in the meeting with teachers I had the chance to introduce our school and tell them about our projects.

18 enero 2018. En el cuarto día de mi experiencia finlandesa he asistido a clase de idiomas, matemáticas y música. A parte de tener una reunión muy interesante con el director y también con un equipo de profesores.

En primer lugar, las clases como he podido observar en días anteriores se basan principalmente en el trabajo colaborativo. Los alumnos están sentados en grupos como habéis podido observar en las fotos, y de forma habitual suelen trabajar por proyectos dentro de las mismas materias o en materias afines.

En segundo lugar, la reunión con el director me ha aclarado ciertos aspectos, como por ejemplo que los profesores finlandeses acceden al puesto mediante una entrega de currículo y una entrevista con el director del centro. Además, me comentaba que los libros para los alumnos de primaria y secundaria, al igual que la comida en la cantina son completamente gratuitos para todo el alumnado. Por otro lado, me aseguraba que hay problemas de convivencia aunque no suelen ser muy graves. En este aspecto, creo que el concepto grave o leve no significa lo mismo en la cultura finlandesa que en la nuestra. En cuanto a reuniones con familias, me ha explicado que mensualmente se reúne con lo que aquí llaman AMPA, y además, durante el año hay dos semanas concretas donde el profesorado está a disposición de las familias para explicar el progreso de sus hijos en las diferentes asignaturas. Sería algo parecido a lo que hacemos nosotros en la entrega de notas. También me comentaba, que este centro es único en Finlandia, remarcando que sólo ellos utilizan de forma continua el trabajo colaborativo entre profesores, alumnos y familias para obtener tan buenos resultados, siendo prácticamente inexistente el porcentaje de alumnos que abandona antes de terminar la educación secundaria obligatoria a los 17 años.

Por último, en la reunión que he tenido con los profesores he tenido la oportunidad de presentar nuestro centro y de contar nuestros proyectos.

 Some pictures of the day...

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3rd Day - Día 3.

17th January 2018. This third day has been again a productive day. Firstly, I have attended an English class: Level 1ºESO. As in our school, teachers use the digital book while students the printed one. Remarkably, every subject splits into two once every week (the ratio is usually 25 pupils per class). About digital tools they use: Padlet, Kahoot (which I already knew) and  Quizlet (new for me and quite interesting).

Secondly, I had a meeting with a team manager member, who told me that there are 5 leaders for teachers teams. The teams can be of about 15 teachers. Every team meets weekly and they program next week activities. Coordination and collaborative work among teachers is essential in the school. Although, it’s not common in other Finnish schools, where coordination is monthly.

About students assessment, they say that primary students get their final report at the end of the academic year (no marks by terms) and secondary students get two: one in the middle and another at the end. Something they really caught my attention is that most of teachers do not assess using exams, although others prefer doing it. Furthermore, they say that students use self-evaluation in each subject weekly. Moreover, teachers use observation as a main assessment instrument.

Lastly, they said that families meet teachers officially twice a year, although they can request one whenever they wish, though teachers do not have specific time in their timetables to meet them. On the other hand, they also commented on the topic of homework, about all in primary, which it is also a controversial topic. Homework, yes or no?

17 de enero de 2018. Tercera jornada y de nuevo una jornada provechosa. En primer lugar, he vuelto a entrar en clase de inglés del equivalente a 1ºESO. Al igual que en nuestro centro, los profesores utilizan el libro digital mientras los alumnos utilizan libro impreso. Lo llamativo es que todas las asignaturas se desdoblan semanalmente (la ratio es 25 alumnos por clase).En cuanto a herramientas digitales utilizan: Padlet, Kahoot (que ya conocía) y Quizlet (nueva para mí y muy interesante).

En segundo lugar, me he reunido con un miembro del equipo directivo, quien me ha contado que hay 24 líderes de equipos de profesores. Los equipos van desde 15 hasta 5 profesores. Todos los equipos se reúnen semanalmente y programan las actividades de la siguiente semana. La coordinación y el trabajo colaborativo entre el profesorado son esenciales en el centro. Aunque no es lo común en otros centros finlandeses, donde la coordinación es mensual.

En cuanto la evaluación del alumnado, me han contado que en primaria el alumnado recibe el boletín de notas al final de curso (no ponen notas por trimestres) y en secundaria reciben dos: uno a mitad y otro al final. Algo que sí han destacado es que la mayoría de los profesores no evaluación con exámenes, aunque hay otros que sí. También me comentaban que el alumnado realiza continuamente una autoevaluación al final de la semana en cada asignatura. Además, los profesores utilizan la observación con un instrumento de evaluación principal.

Por último, me comentaban que las familias se reúnen con los profesores de forma oficial dos veces al año, aunque si la familia lo requiere puede concertar una cita con el profesorado, aunque el profesorado no tiene una hora específica para reunirse con ellas. Por otro lado, también me comentaban que el asunto de los deberes, sobre todo en primaria, es un tema de controversia entre la sociedad finlandesa ¿deberes sí o no?.

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2nd Day - Día 2.

16th January 2018. Today it has been a great and interesting day again. I got surprised the way in which they use the Project Based Learning Approach, although I also got pleasantly surprised because we also develop activities that are done here. Firstly, I have attended a weekly teacher’s meeting which they use to plan the following week lessons. They always use the approach Project Based Learning, which I think is quite interesting, moreover as they have a weekly meeting it helps them coordinate these projects. This makes us think about our department meetings in any subject, though what is really interesting is that this meeting is with teachers from different departments. In order to understand this, I must say that there are 107 teachers in the school, primary and secondary, and they are divided in working teams, which are always led by a person from the manager team. Moreover, they get the structure of the meeting by mail the week before the meeting.

On the other hand, the experience with the lessons has been quite interesting as well. As you can see in the pictures below, their classrooms also help to be able to work in groups in every single lesson. Furthermore, if you look at one of the pictures, there are three classrooms which have been made only one as the walls can be folded. Well, in this activity 6th grade primary students have become teachers of 1st grade students. In the activity the students had to explain how to use an outlook email account, logging on, sending and receiving emails. We already develop a similar activity where 1stESO students in the subjects Spanish language and arts prepare a tale for primary students.

Lastly, I would like you to pay attention to the pictures where there are students outdoors, let me tell you today’s temperature along the day has been -9ºC with a wind chill of -13ºC. What do you think?

16 enero 2018. Hoy ha vuelto a ser un día muy productivo e interesante.  Me ha sorprendido la facilidad con la que utilizan la metodología de Aprendizaje Basado en Proyectos, aunque también me ha sorprendido,y muy gratamente, que en el IES CAÑADA DE LA ENCINA también desarrollamos actividades que hacen aquí. En primer lugar, he asistido a una reunión de profesores, que se realiza semanalmente, y que utilizan para organizar las clases de la semana siguiente. Utilizan la metodología de aprendizaje por proyectos de forma contínua, cosa que creo es muy interesante, además al haber una coordinación semanal entre el profesorado facilita la utilización de esta metodología. Esto nos puede sonar a reunión de departamento de cualquier asignatura, aunque lo llamativo es que la reunión es con profesores de diferentes departamentos. Para entender esto, debo decir que de los 107 profesores que forman la plantilla del profesorado, entre profesores de primaria y secundaria, todos ellos se dividen en grupos de trabajo, los cuales siempre están liderados por un responsable del equipo directivo. Además, la estructura de la reunión la reciben por email en un documento compartido la semana anterior a la misma.

Por otro lado, la experiencia en las clases también ha sido muy interesante. Como veréis en las fotos de más abajo, sus espacios también ayudan muchísimo a poder trabajar de forma grupal en cada clase. Incluso si os fijáis en una de las fotos, hay tres clases que al plegar las paredes se pueden convertir en una sola. En esta actividad los alumnos de 6to de primaria se han convertido en profesores y han explicado como utilizar una cuenta de correo outlook, desde el ingreso, hasta enviar y recibir emails, a alumnos de 1ro de primaria. Nosotros, como sabéis, hacemos una actividad parecida en que alumnos de 1ºESO preparan un cuento entre las asignaturas de lengua y plástica y se lo cuentan a alumnos de primaria, actividad con una gran trayectoria en nuestro centro.

Por último, me gustaría que os fijéis en las imágenes donde los alumnos están al aire libre, pues bien hoy hemos tenido una temperatura durante todo el día de -9ºC con una sensación térmica de -13ºC. Ahí lo dejo por hoy.

Simplemente añadir, que tras las peticiones que estoy recibiendo de querer saber más sobre mi experiencia, estoy dispuesto a preparar un dossier mucho más amplio con todas ideas, aportaciones, curiosidades, etc de mi estancia en este centro.

Some pictures of the day...

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1st Day - Día 1.

15th Januray 2018. Job Shadowing in Oulu (Finland). I have had lots of and quite different feelings along the morning. Firstly, the welcome has been amazing, as I have felt as a teacher of the school. After the introductions, we have had the first meeting where I have been told about the Finnish Education System and the different teachings that can be studied there. The following activity has been going around the facilities which has left me without words. It is true that lots of money is invested in infrastructure, which, they say, makes their work easier and moreover, it is quite worthwhile. On the other hand, not all the single Finnish schools are like this, as the rooms are this way because they have been built for this reason. That is to say, the school was not designed as a typical school buildings as we are used to. Lastly, and I believe that it has been the most interesting part of the day, I had the chance to attend English, Art and Technology classes. In all of them I have introduced myself and our school. Of course, the English subject was in English, but Arts and Technology were in Finnish, even though I could understand what the students had to do as the teachers explained me in English about the purpose of the lesson. And it has really surprised me that the main approach used in the different subjects was the Project Based Learning. I will continue tomorrow with more details.

15 de enero de 2018. Job Shadowing en Oulu (Finlandia). Las sensaciones han sido muchas y muy diferentes a lo largo de toda la mañana. En primer lugar, decir que la acogida ha sido excepcional, ya que me he llegado a sentir como un profesor del propio centro. Después de las presentaciones hemos tenido una primera reunión donde me han resumido como funciona el sistema educativo finlandés y las enseñanzas que se pueden cursar en el centro. La siguiente actividad ha sido realizar un tour por las instalaciones del centro las cuales me han dejado sin palabras. Está claro que se destina mucho dinero en infraestructura, lo cual, según me han contado, les facilita el trabajo y además, a la larga es mucho más rentable. Por otro lado, no todos los centros finlandeses son como éste, puesto que los espacios son así porque se han construído específicamente para eso. Es decir, no se diseñó un centro con clases típicas a lo que nosotros estamos acostumbrados a ver. Por último, y creo que ha sido la parte más interesante del día, he tenido la oportunidad de asistir a clases de inglés, de plástica y tecnología. En todas las clases me han pedido que me presentara y que hablara un poco sobre nuestro centro. Evidentemente, en inglés la clase ha sido en inglés, pero las clases de plástica y tecnología han sido en finlandés, aún así he conseguido entender que es lo se les pedía a los alumnos, ya que los profesores me iban resumiendo en inglés el objetivo de la clase. Y lo que me ha llamado la atención, es que en todas las asignaturas estaban utilizando la metodología de aprendizaje basado en proyectos. Continuaré mañana con más detalles.

Some pictures of the day...

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Erasmus+ Profesorado 16-17


 Courses 2016/17                                                               cofinanciado mini


 Folleto aquí


1.   Inclusive Teaching and Special Educational Needs – Bath (UK) – 3rd-7th oct.

2. Conflict Management, Emotional Intelligence and Bullying Prevention – Florence (Italy) – 14th-19th nov.

Conflict Management, Emotional Intelligence and Bullying Prevention


Lorenzo Alberca has had the oportunity to travel to Florence to participate in this interesting course. He took part in the selection of teachers interested in participating in the course. After being selected everything was organised for the trip. He is going to be there for one week. During this time he will report the experience. Let's have a look at it:


1st Day:

Hello everybody! This morning fourteen people from all over Europe have started the course. We come from Portugal, Finland, Slovenia, Lithuania, Poland and Spain. Indeed all related with education but with different positions within the school: psychologists, special needs teachers, headmaster/mistress, assistant class teachers and different subjects teachers . We have also points of view from primary, middle and high or secondary schools.

Since the very first beginning, the teacher Susan Gagliano, has made clear it is going to be an active course, putting into practice several tools and resources with us as if we were their students. So, I am glad to see that it is not another theoretical course.

After the welcome and introduction with general information, we made a warm up round in which we talk about our schools, educational systems and so on.  At this point it seems that there are so many differences among countries, but nothing further from the truth, because when we went into detail, it was checked that we are much close than we think at first sight.

Firstly we tried to define what the problems are, how we struggle with them in our schools and why we had applied for the course.

The final conclusion was conflict is unavoidable and we have to start to see it as an opportunity  instead of an obstacle. Also we need to ensure a positive school environment if we want to make the difference.

Here there are some photographs of the day: arrival to the school, the school itself and the group in progress.



I promise to come back tomorrow with more information and more pictures of the city of Florence. Bye for now.


2nd Day:

There can be very few people in Spain who have not heard about the excellence  of the Finnish educational system. It is clear that they make the difference in Europe but there are also others  point s of view in the air.

Today it´s been time for school presentations. Everyone has told us about their national plans education and how they implement day by day. Next I will try to summarize which I consider each one most remarkable points.

To star with, Finnish people have impressed us. They have adjustable learning environments so the class can be divided into two different spaces with two teachers inside  sometimes. One assistant teacher helps the head teacher to manage the class and conflicts in case they appear. One thing that has made me think about our management of the buildings is that not only it is a school, it is also a community centre in which there is also a library, they organize workshops or courses in the afternoons for everyone, and so on. What I am trying to say is that all they take advantage of the facilities throughout the whole day. To deal with conflicts they select  every year a “Peace keeper”, a person who is in charge of taking out of the class problematic students that break the lessons constantly. In case of bullying a supporting group around the victim is created for at least one week. And what is more, they teach in social and emotional skills and create workgroups with less than 15 people, even with students within it.

The Polish girl pointed out how they have a training program for tutors. In Poland not every teacher can access to this position unless he or she takes the course.  It seems to me a key part of the process. In addition every student have also a co-tutor, a teacher who is tracking their progression.

Lithuanian psychologist talked about how they organize the breaks between classes with different lengths. They star with 5 minutes, 10, 15 and finally a 30 minutes main break just to going down again. This progressive change of  the duration of the breaks give them good results, as well as the activities the students themselves do during breaks like dancing.

The school from Slovenia has shown us how open days for parents make them getting more involved in the educational process.

People from Canary Islands work in a marginal neighborhood in which pupils have a lack o emotional skills, so that they have put into practice things like the “cariñograma”, boxes to put only positive messages for the students.

The Portuguese group has just started to set up their goals but without no doubt they will achieve them.

And what about our school? The truth is that everyone got delighted with the presentation in the sense that we have a very active group of teachers. So I am very glad to see that we are in the right way. So, congratulations my mates because you make it possible everyday!

In the afternoon we made a tour with Paola, a teacher of Europass. As I promised you yesterday, here there are some pictures of the day, including the city of Florence and its heritage monuments.


        Different groups in action.

Having something to lunch (try to guess ... pizza and pasta?) with the Portuguese team !!!



Catedral de San Lorenzo, Palacio de los Medici, el Duomo (Catedral de Santa Maria del Fiori), "Palazzo Vecchio", "Ponte Vecchio" and Galeria Uffizi.

Tomorrow I will continue giving you much more information. Bye, bye! 

 3rd Day:

“I´ve noticed that people will forget what you said, they forget what you did, but they never forget how you made them feel”.

Whit this quote of Maya Angelou we started today´s class just to remark how important  are the feelings involved around the educational process. As teachers we need to create connections with our students. Susan made clear that when we think about that special person of our childhood that quickly come to our minds, trust is behind this relationship.

Sometimes we tend to think that sympathy is enough, but we need to go beyond. Empathy arises as the key word that we should handle to achieve our goals as educators. We are talking about: see their world, appreciate them as human beings (no judgment), understand their feelings, and communicate with them (understanding). And this is not only for students, but also for parents.

We have made a review of all those symptoms that appear with every emotion: anger, fear, sadness, disgust, happiness, surprise, love … They can give us very valuable information about where are our students. Angry has also been described as the final expression of something that is hidden behind it (worry, fear, confusion, embarrassment, anxiety, envy, frustration, guilt, …). We need to read the subtitles of the message that our students send us, although we often miss this information.

Sometimes we teachers are who explode because some student´s behavior push our bottoms, I mean, trigger our strong emotions like anger, and this can be give us some clues about ourselves: “Everything that irritates us about others can lead us to an understanding of ourselves (Carl Jung)”.

In conclusion we have to try to enhance both, academic and emotional intelligence.

In the evening there was an elective activity driven by David Barone, the Project Manager of the school Europass in which we talked about everything involved around an Erasmus + project application: types of projects (KA1,KA2 and KA3), budgets, how to find partners, and so on. Some interesting tricks were taken in order to get the grants.

And, of course, here are some of the pictures of the day!

See you tomorrow. Bye, bye!




 4th Day:

Today was Bullying´s turn. First we focused on what does mean bullying? This question makes sense in this course even much more than in other contexts. We belong to several countries and what you consider bullying at your school could be almost a crime or perhaps just a caress in others.

What we quickly agreed was in the fact that we should also put our attention over the people just around the bully, that is to say, those people who “haven´t seen anything, haven´t heard anything, …” about the misdeed committed.

Some videos on youtube about bullying were watched just to create a resources bank which work with our students in the future.

After that we worked on what can we teachers do? Some things were pointed out: suspend judgement, use active listening, stop looking for who is guilty, empathize with your students, truly believe that conflict offers an opportunity for growth, … And not only the teachers, but also the students. The key part is preventing bullying so we need to work in order to improve relations among students. Regarding to that, four strategies were mentioned: 1) rituals, 2) students meetings that allows conflict to be expressed, 3) hearing both sides of the story and help but not resolve, 4) peer mediation.

In case that bullying is already out there we need to manage it. For this purpose KIVA and OLWEUS methods arise as quite good protocols to be followed.

Finally, a brainstorm were used to get some ideas of how to introduce bullying prevention throughout the curriculum of different subjects.

To end the class we put into practice an activity that we could use with our students as well.

In the afternoon we tour some interesting parts of the city of Florence with Enzo, the Italian teacher of the school, but I am sorry to say that there were no pictures because of the rain.

See you tomorrow again!


5th Day:

Hello again! Today we were talking about the stereotypes. Of course it is something that we need t manage the reality but also we have to be aware of them, and therefore, take care, because not always we use them in a positive.

Some group dynamics were put in practice which for sure I will use in my tutoring class with my students. Some of them, like “Labels game” perhaps are well known among psychologists and tutors, but our new teacher, Ilaria, introduced some interesting variations.

After that, was time for Mindfulness. It was quite new for the most of the members of the group except for the School Councelors (Psychologists) of the group to the point that they participated as well, and three different activities of mindfulness were made. Very, very interesting point of view. Without no doubt that we should incorporate this kind of techniques to our classes.

Before say good bye definitively, I would like to share with you some conclusions about the course.

First of all, I would like to consider the fact that we have spent a week thinking about our routines and behaviors as teachers, and it is a great step, because we are not much used to do it.

The main challenge of the course was trying to change our minds about conflicts, because we can´t make them disappear. They will be always out there. So, we only aspire to manage them the best we can.

In order to deal with them, we have seen several tools and resources that we can use. Some of them were already known and others were totally new, but  Susan made the difference. It wasn´t another theoretical and boring course. It was very well conducted, getting everybody into the scene constantly so that functional learning was achieved.

It is been a great, great experience! I strongly recommend it! Thanks you all my course mates and teachers in Europass, and of course, thanks my school for giving me the opportunity to come to this city. I have learnt a lot!

See you Florence … by now !!!

Inclusive Teaching and Special Educational Needs

Ana Pérez has had the oportunity to travel to Bath to participate in this interesting course. She took part in the selection of teachers interested in participating in the course. After being selected everything was organised for her trip. She is going to be in Bath from the 3rd to 7th October. She's telling us everything about the experience she's having there. Let's have a look at it:

1st Day:

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           (pictures while having lunch with the course colleagues from different countries in Europe)

2nd Day:

Today we've visited one of the schools BCA.
At the entrance we were explained about the rules.
- No photos taken with students.
- None of us could walk alone. We should wait to be taken to any other classroom. 
- No writing while observing lessons.
- We could talk to students or ask and help them if they needed anything. 

At the entrance there were 2 or 3 teachers taking registration.
We were given a sticker to show while the visit.  And signed as visitors.
There were some changes of timetable given.
We attended an English reading session at the library.  Just seven ss reading at their own. We could ask them about the book they were reading. They choose the  book they want according to their level. And write about it but not every day .
The second session was English also in the library. Ss working on a play they are reading and assessing other's project. Excellent task well managed, good participation and respect for turns.
Coffee break followed by a session with the head teacher. He explains the difficulties they are facing  (possible close down if number of students decreases ). Two more sessions and lunch time all of us at the canteen.  Spanish lesson and finish with the Assembly.  Very interesting day. Tomorrow we meet Andrew and we'll give feedback of visit.
So it's been a hard and tiring day. I need to rest for a while. 
More information will be given tomorrow. 
Bye for now. 

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                                                                                 (pictures from the school Ana visited today and some sightseeing around Bath)

3rd Day:

Today first part of course was the feedback on yesterday visit. We had to reflect on four points.

- My first impression. It was a good welcoming not only for us but for the students as well. A couple of teachers meet and greet students at the entrance.

- I specially noticed. There's no much dependence on book course. Students have to write everything on their notebooks or do activities on the computer. And the number of students per class  ( between 7 to 14).

- I was surprised.  By the rewarding system.  And the facilities that the school has more computers than students. And what most surprised me was that I didn't see any student using their own mobile phone.

- I learnt that.  The aim to learn is clear and that students know their routine and therefore what they're supposed to do.

And then we went again to visit the same school for  a couple of lessons. Students were working with computers different types of activities. 
And that is all for now.
My best regards. 

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                                                    (a typical English breakfast and a picture of the beautiful city of Bath)


4th Day:

Dear Coleagues, 
Today has been a long and hard day. I've just come back from the visit to St Gregory's Catholic College.  It's been a very interesting visit. 
Warm welcoming with coffee or tea and biscuits. 
Quick tour of the school with two volunteer students. Good facilities big school with several buildings.
Lessons observed in the area of languages: Spanish, German, French and English.  About 30 pupils per room a lot of order and discipline. The activities are well planned with the aim written at the beginning of lesson so they know what they are going to learn. With a challenge activity for those who finish early. Rewarding system for correct answers. Students get some tick for doing well and a merit if you get three ticks.
Something surprising is that students stand when an adult comes in.
Classrooms quite clean and in order. 
Some structural activities reviewing what they've seen before. 
To finish some sort of assessment about their feelings of lesson. ☺⯑⯑
After lunch we've bee to art and drama lessons.
Quite an interesting visit things very well done that's why the have an outstanding mark from the British Council assessment. 
That is enough for today I'm really tired and I'll tell you more news next week. 
Bye for now 

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                       (Typical English Phone Box decorated with Halloween ornaments, and a typical classroom in a Saint George's school)


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