Thursday, 15 May 2014

Analyst's Post.

Good evening!  I’m Rosana and this week I have been the analyst of my group. To do my work well, I’m going to answer the following questions:

1. What was the best part of the activity? The best part of the activity was when we finished the task, because we were very exhausted and stressed and we need time to study.
2. What was the worse? The worst part was when we didn't know how to present. We were arguing during twenty or twenty-five minutes, and finally we could decide it.
3. What was the best moment of the week (in the work of the group)? The best moment of the week was when we were searching the advantages and the disadvantages and we realized that each one found the same that the others. We started laughing, between jokes, and finally we continued with the work.
4. What was the worse? The worst part of the week for us was when we couldn't get to agree about the presentation, because we don't like to discuss and this little problem almost gets that we discuss.
5. What have you learnt? We have learnt the different types of leadership, and what are the advantages and the disadvantages of each one. Besides, we also learnt that, although a leadership can seem bad, it has got his advantages too. And the same with a leadership that seems good, later you can find that it has got his disadvantages.
6. What do you need to conserve -as a group- for the next weeks? Although there aren't more weeks, I am sure that we need conserve what we have learnt, because in a future we can need it when us be teachers. Of course, each one will have to decide what kind of leadership she wants to use in her job, and now we know what are the best and the worse things of each leadership.
7. What do you need to improve –as a group- for the next weeks? We need to learn that we have to divide the work in a better way, because we felt overwhelmed and we couldn´t concentrate at first, but at the end we complemented between us.
8. How THIS content is related to other contents in the course and in your degree? The main relation is with the previous task, when our stars had to represent a kind of leadership (authoritarian), and the stars of the other groups the others kinds of it.

And this is all! I hope that this information may be of interest.

See you soon!

Wednesday, 14 May 2014

Translator post.

Hello everyone, I am Raquel the translator of ''the little ants'', as you know I have to choose five key words and to provide a definition of them, but again as you know this week we have work the advantages and the disadvantages of these six leadership styles, so I have though that all of them are key words, so I have done an exception and I have describes all of them.

1. Democratic: This is a leadership style in which the leader take into account their followers' opinion in the decision-making process, so the play a more important role in the decision than other followers of others leadership styles can do and in this way the results are always more creatives. That's the reason why this type of leadership is the more effective, it have higher productivity and usually it is the best one because it cause less problems than others.
2. Autocratic: This kind of leaders have all the control in the decision-making process and the result are less creative because they never take into account their followers' opinion, they only take into account their own opinion. They are really clear about the thing that should be done, how they should be done, and exactly when they should be done. Also they establish very well the difference between the leader and the followers. It is only useful in a decision-making process when there is few time to decide.

3. Laissez- faire: In this kind of leadership the leader give to their follower all the control to the decision making process. They do not provide direction to the followers, it give to their followers a higher degree of freedom, while at the same time they offering guide and support when they are requested. The leader provide all the material necessary to accomplish their goals but he or she don't participate in the decision-making process.

4. Transactional: This leaders focus on motivate their followers trough out a system of rewards and punishments. Providing rewards to recognize the effort or the good performance, and providing punishment to improve the performance. They identify their followers' needs and given them rewards to improve their efficiency. Transactional style prefer working in teams to focus all their concentration in the task.

5. Transformational: The transformational leadership style depends on high levels of communication because leaders motivate their followers by th communication. The leader is not limited by the perception of their followers. They focus on transform the need of their followers and redirect their thinking. The leader work in the most important issue and delegate smaller tasks to their team.

6. Paternalistic: The paternalistic leaderships works as a father for their followers, taking care about them as a father would do with their children. And he or she receive as a result the trust and the loyalty of them. The relationship between leader and workers is totally solid. They help each other as a family when they have any problem.

To sum, I have to say that it have been the best activity in my opinion because it is really useful in our future as teacher to know how much types of leaderships there are and which we want to be, I think that the best one is the democratic leadership.
Enjoy it!

Tuesday, 13 May 2014

Stars - Alba Velasco and María Mula

Hi everyone, we are Alba and María, and this week we have been the stars of our activity. The task has consisted on doing a presentation explaining the advantages and disadvantages of six types of leadership: authoritarian, democratic, paternalistic, laissez-faire, transactional and transformational. Here you have some of the main characteristic of each type:

 -Authoritarian: It can be effective in work environments where decisions need to be made quickly but in fear of followers being unproductive, authoritarian leaders keep close supervision and feel this is necessary in order for anything to be done.

- Democratic: This style of leadership encompasses discussion, debate and sharing of ideas and encouragement of people to feel good about their involvement. However, in situations where roles are unclear or time is of the essence, democratic leadership can lead to communication failures and uncompleted projects

-Paternalistic: The relationship between these co-workers and leader are extremely solid, although like a parent would have to, sometimes the employer must spank the employee.

 -Laissez-faire: Laissez-faire leaders allow followers to have complete freedom to make decisions but it can sometimes result in a lack of productivity, cohesiveness, and satisfaction.

 -Transactional: Transactional leaders are effective on work team. On the other hand, the main disadvantage is that they are more concerned with following existing rules than with making changes to the organization.

 -Transformational: The main objective is to work to change or transform his or her followers' needs and redirect their thinking. In addition, transformational leadership can reform organizations.

With this activity, we have learned that there are many types of ways to guide a team. In addition, some of them are more effective than others and we have discovered that our type of organization (in The Little Ants) is democrative, we have got good things but like always we have to improve in other aspects of organizating our work. We have liked a sentence of one of our classmates: “a leader must form leaders, not followers”.

See you next week!

Journalist Post

Hi, readers. I’m Blanca and this week I have had the role of journalist. This role is very interactive, because when the members of the group and I were giving their ideas for the exposition, were talking about the new task or doing the Prezi for the presentation, the Pearl Tree and the advantages and disadvantages of the different styles of leadership, I also had to take photos and videos of that. So that, I must say that I enjoy this role very much.
I also had to comment other blogs from people of the class and a blog from outside the class. These were the comments:

The first comment in a blog was in The Teachleaders’ one:

And the last one was in a blog from outside the class. The post in the blog is written by Trisha Vivona:

On the 6th of May, we decided to divide the different documents we need to learn and understand the different styles of leadership. The facilitator (Esmeralda) decided that Alba, María Dolores and Rosana get the advantages and disadvantages of the Wikipedia’s page.
 Raquel and María had to do the same with the document: “A definition and illustration of democratic leadership” of John Gastill. 


Finally, Esmeralda and I had to analyze “Leadership Styles” of the Encyclopaedia of Educational Leadership and Administration.

In the weekend, we all study a bit more of the task of the week trying to understand everything.

On the 12th of May, we put in common some ideas and we decided to do a Prezi for our presentation.

The next day, on the 13th of May, we had the presentation of the task of the week.

María and Alba were the stars of the week and the people in charge of defend our work of the week in front of the class. Here you have a video of the presentation we have today. I hope you enjoy it!

                                     Teachleaders:                                   Give me 7:

This task was related to the one of the next week, but in this week we have gone deep in it. I have learnt new things I didn’t know, so I must say that the subject of Organization has been very useful for me and for my knowledge all this semester.
This is our last task, so I have to express thanks to Linda, for show us that there are other ways to learn and not always the same; for example: memorizing. Now, it’s time to think in the Organization’s exam and portfolio, and how to improve in everything that we have done.
See you!

Curator Post

Hello! I am María Dolores, the curator- farmer this week, I will show the references that my group and I used for this task and also you can see a pearl-tree, there, I would show our task of this week.
This week the task consisted on searching the differences between leaderships, Linda sent us two documents to extract the differences and also a link to Wikipedia. According to this, our stars presented our work.

Here I put a link to go to my pearl-tree where I show you a summarize of our work:

About the references, we used prezi where we showed our presentation of the disadvantages and disadvantages of leadership.
Here I will include the link which Linda sent us to consult the different leadership:

Facilitator's Post

Hi readers! I'm Esmeralda, the facilitator of this week. I have coordinated and evaluated the work of my group and this week has been special. We have studied the different types of leadership that a group could have and I have been trying some of them.

 Trying to do it in a good mood, I attempted to order some of my mates what they have to do and when they have to do it, I pressure them a bit and their response was a sense of nervousness, they were frustrated and worried of doing the task as fast as possible to avoid my scolding. This is typical of the authoritarian leadership and I proved that it was not a good way of working because it was difficult to maintain a healthy environment of work.

Regarding to that experiment, I decided that the most adequate way of working was the democratic type of leadership. So, I organized the group taking into account each member of the group. In the 6th of May, I divided the work among the members of the group: Mari, Alba and Rosana worked with the Wikipedia's document that Linda had previously uploaded, while Maria and Raquel, and Blanca and me worked with the other two documents in pairs.

During this weekend we continued working on that documents and in the 12th of May we created a Prezi for our stars in order to present the activity. So, in the 13th of May the presented the activity and they do it quite well!

As a facilitator I have to say that my role was easy because, after a long time working together we have learned to work in a cooperative way.

Moreover, I have to be in charge of the Web 2.0, so here you can see some of our tweets of this week: 

See you!

Wednesday, 7 May 2014

Journalist's Post.

Hello! I'm Rosana and I'm the journalist of the task that we did on Monday.

Unfortunately, I can't tell no story because this task was done in the same day, so I only have some photos of that.

On Monday, our stars had to act as authoritarian bosses and they were sending us to do things all the time. We had very little time to do the task and, beside of this, I was selected to exhibit alongside Esmeralda. For all this, I couldn't take a lot of photos, so I will leave here two photos, in which you can see some of my teammates doing the task, thinking how it would be our center and bringing our ideas to paper.

For me, the work that we did on Monday was very nice, except for the orders of the stars, because they made us a little nervous.

To sum up, I would like to say that I hope the activity was done right and that we are working hard for the next task. 

Thank you, and see you soon.

Facilitator Post

Hello readers! I’m Alba and I’m the Facilitator of this week. My role has been coordinating the work of my group. This week has been a bit strange because we had just the time of the class for doing the task; designing the schools of our dreams but with a characteristic. We had to work under the supervision of the two stars of the group, Blanca and Raquel. At the beginning of the class, Linda had talked with them and said them that they had to be autocratic leaders, and all the decisions of the group had to be made by them. The others members of the group did not understand everything at first and they were a bit angry but after they accepted that it was part of the task. Me as facilitator tried to coordinate the work but it was impossible, because Blanca and Raquel were very hard and did not lend me to run the situation., due to their role of dictatorial leaders.

Despite this, I think that the group worked very well and the girls accepted the situation in the best way. From my point of view is a very good activity to understand the different types of leaders that a group of work can have. And after we discussed our impressions about the activity we realized that always is better a boss who is able to work in group and to listen the others opinion, although he or she manages the way of working, he has to know that other scan have other good ideas too.

Now we are working in the task about the disadvantages and advantages of each type of leadership and we hope that we can do a good exposition.

See you.

Tuesday, 6 May 2014

Analist Post

Hello! I am María Dolores, the analyst, in this work I have to evaluate the work of the group and answer these questions:
a. What was the best part of the activity? The best part has been to design our own school because we have learnt more about the organization of a school. The school board is one of the most important part of the school, it is composed by the staff of school and other people.
b. What was the worse? The worst part was, at first we didn´t know what we have to do, because our stars acted like the boss, they gave us orders and the things which we had to do, so we were confused and overwhelmed because we had few time to do the task.
c. What was the best moment of the week (in the work of the group)? We had got only one day but we were great time searching information and designing our school, although at first not was like that.   
d. What was the worse? We were lost at first because this task was different, the star normally is a person who usually presents the task, but this time was different, the stars had to choose two members of our group to present the task, while they were like the rest of the public.
e. What have you learnt? We have learnt the organization of a school, there are a lot of people who have to be on charge of that institution, for example, the School Broad is one of the most important part, it is composed by many people.
f. What do you need to conserve -as a group- for the next weeks? In this task we have learnt to do a quickly work, we had an hour to design our school. Other times we knew that we had more time and we were calmer, sometimes the pressure is good because we can see that we are able to work quickly.
g. What do you need to improve –as a group- for the next weeks? We need to learn that we have to divide the work in a better way, because we felt overwhelmed and we couldn´t concentrate at first, but at the end we complemented between us.
h. How THIS content is related to other contents in the course and in your degree? This content can be related to many contents of our degree because we had to design a school with his school broad, the organization, schedules and so on. So we have to take into account the children who are from different cultures and countries (sociology of education), the technologies which they are going to use to develop their learning (ICT), the planning of students, for example schedules (planning of education).
i. There is any evident social connection of this content (news, politics, etc.)? We can connect this task with the current changes which took place in the organization of schools with the new law, LOMCE, because we have to be aware about the organization according it. When we studied the law of education we saw some advantages and disadvantages for students, and we understood the polemic situation.

So, this is my job! I hope you like it!

Monday, 5 May 2014

Curator-Farmer Post

Hi everyone! I'm Esmeralda and I have had the role of curator-farmer this week. The task of this week was to develop our own school and this activity last only one hour! We didn't need any papers for doing it, so I don't have references to put here.

I have summarized the main characteristics of the school that we have created on this pearltrees:

Here you have the link of the pearl trees so you can see it more detailed:

Apart from my role as curator-farmer, the day of the activity I had to present our bilingual school to the class with my partner Rosana. We were a bit lost because we hadn't had so much time to prepare the activity in a more detailed way, but we took it as a challenge and we did it. This week we have had a great time!

See you!

Stars Post

Hello once again, we are Raquel and Blanca, the stars of our group. We must say that today, at the beginning of the class, Linda (our teacher) told to the stars of every group to leave the class. Then, she said that the task of the day was to create a broad school. She also told us that the stars had to be directive, less care or democratic. In these different types of personalities of being in charge of a school, we had to be directive.

When we arrived to the classroom, we told to the rest of our group what we had to do. We had to do a broad school and then explain to the whole class how it will be. We gave a lot of orders to our classmates and they became a bit angry because of that. Finally, they told us that they preferred to be more democratic and take into account the opinion of every person of the group and not only the one of the stars.

Linda also told us that in the presentation of the broad school, the stars had to choose two people of our group to present the task. Then, we decided that Esmeralda and Rosana do that.

Our broad school was the following one:

It is a bilingual school whose name is “Ágora”. It is composed by: one headmaster, one director of studies, one representative of town hall, one pedagogist and one psychologist. In the school, it will be 340 students of Primary Education (from 6 to 12 years), 20 teachers of the different subjects and 2 support teachers. The time table will be from 9 am. to 14 pm. with a break will be of half an hour. It will have a dining hall where the people of the school foster healthy habits. In the school will be activities in the afternoon such as technology, dance, football, jockey, tennis and swimming and travels, for example to museums or to a summer bilingual camp in holidays. The competences are: approval and evaluation of the educational project, participation on the selection of the headmaster, decide about the students’ admission, value of the center running and decide about the scholar system and evaluation of the student’s performance.

To sum up, we think that this activity has helped us to understand how are the different kinds of personalities of the people that are in charge of schools. When all the class talk about the reactions of the members of the groups, we realized that the best type of personality is the democratic one, because every person of the group can give his/her opinion.

See you soon!!

Analyst Post

Hi I am Raquel and I was the analyst of my group last week! The las week we finished with the Educational System Game, and to close the subject we did a competition with all the groups. As all of know what is the work of an analyst, I am going to start to tell you our reflection about the game directly.
Thinking on the last week maybe, the best part of the activity was what we have learned about the law and the best part is that we have learned things that we will be able to use in our future as teachers. We think that with these new knowledge we will do our work easier. On the other hand, the worst part of the activity, in our opinion, was that the stars had to play in the game alone, without any help from the rest of the group. We stronly believe that in this type of activities would be better if the hole group could participate in it, because for example in this case we are a group but in this game our stars were the two people that can participate, they had a very big responsibility because they was fighting to get a reward, which will be for all the members of the group, so we think that it would be more right if the group would have a representative who speak and tell to teacher the answers which the group decide, but the hole group can discuss about what answer is the best and add more things, because all the members should have the opportunity to fight to get that reward. Also as future teachers we believe that is better to promote work in group in the way that I have just explained.
About the day of the game, the best moment was at the beginning of the class, when our stars answered correctly the questions, because we knew that it would motivate them and would help them to be more self-confident, it was a good thing because they wanted to win the first reward for our group and they were very nervous. On the other hand, the worst moment was without any doubt the moment before the beginning of the game, because we were really nervous, but over all our stars were very nervous too ,of course, because they were the people who play in that moment and the rest of the group couldn't help them in that moment. They had our support but it wasn't enough to calm their jitters. 
To sum, I have to repeat that we have learn new things about the Educational Law of our country and we think that this have been an interesting method to work this topic, which we have study for the firts time, because any of us had studied any law before this game, so it have been a good experience and we believe that these knowledge will be very usefull in our future as teachers as I have said before.
Thanks! I hope that you enjoy it!

Friday, 2 May 2014

Journalist Post

Hello everyone! I’m Alba and I’ve got the Journalist Role this week. This week we have finished with the Educational System Game, and to close the subject we had to do a competition with all the groups.

In this competition only took part the stars of each groups, and our selected stars were María and María Dolores. On Tuesday, the day of competition, they were very nervous because of the pressure and the big responsability they had, so the rest of the group tried to calm them. 

 Although we couldn’t win we really had fun with the contest and we had a very good time supporting them. They had prepared very well all the questions but like all games, luck had a big relevance. The winners were T8T Team and we want to say congratulations to them, they did and excellent work.

What about the rest of the group's work during this week? Well, we did summaries for María and María Dolores of the six topics, in order to facilitate them the study of the law. Also we did a type of ' psychological therapy' to calm them and awareness them that it was just a game and whatever happened they were our winners!

 With this experience we had learned many new things about the Educational Laws in Spain but in an interesting way. We think that we can use this method when we become teachers because students learn in an original way that motivates them with prizes and recognition. About prizes, at first we thought that it was unfair that only two groups could win the competition, but talking with Linda we realized that it was the only way to motivate us to study the questions and to do and effort, so now we know that rewards were necessary in this case.

Best regards.

Thursday, 1 May 2014

Stars Post

Hi everyone! We are Maria Dolores and María and this week we have been the stars of “The Little Ants”.
This week the stars had a big responsibility, because we competed for an important prize, so our effort was so important. We divided the topics and each of us developed three of them, then we passed our summaries and we studied the six topics.
Our task have consisted on participate in a game, which it was like a “parchís”. If we remember, the two weeks before holidays, we were working on the LOMCE and its changes in relation with the LOE. Linda, our teacher, gave us six topics to work. Firstly, each group had to do two conceptual maps, with two of these topics and then, explaining the permanencies and the changes between both laws. Secondly, every members of the class met to establish a common conceptual map of each topic. Then, we had to obtain or elaborate eight questions of each conceptual map.
These questions have been the protagonists of the task we have done this week. The game was structured in the following way: two stars of each group had to represent the rest of the same. The rest of our classmates were the public, including our partners.
All stars of different groups were together, although it wasn´t possible that two members of the same group were close, obviously. Then, Linda gave us a “piece” which would move our position in the panel. Our piece was a pair of heels. The rules of the game were the following: firstly, a star said a number between five and ten. Linda counted the question until she arrived at the correct, and then, she asked the star the correspondent. If the participant guessed the answer, she could roll the dice, and her piece would be moved on the panel. If she failed, her/his dice would stay in the same place.

The game was developed during one and a half more or less. We finished in the fifth position and T8T were the winner, they played very well! Although, we have to recognize that the luck played an important role.

However, it was so funny, and we learnt a lot of things about LOMCE, because we listened different answers of our partners. At first we were very nervous, but we when we saw that we were going to spend a good time we felt calmer.

Sunday, 13 April 2014

Journalist's post.

Hello! I'm Rosana and this week I have had the journalist's role.

The first day that we met, we started reading the different topics. When we read one topic, we thought in some questions that we could do. 

In this way, we were able to make note of the main things that we wanted to highlight.

Fortunately, we only had to meet twice. So the second time we met, we could do all the questions. Each member of the group contributed with different ideas, and in this way, it was very easy choose the questions that we wanted do.

When we had all the questions ready, we read everything in order to sure that it was okay.

Finally, we went to the class on Thursday and we had to evaluate the cards of our classmates, with the collaboration of 'Give me 7'. In this photos, it's reflecting how each member gave his point of view and all together we could decide the scores that we thought more adecuate.


To sum up, I would like to say that for me it have been a pleasure to be a journalist, because I love photography, so it was a nice week to me and I'm very happy with my group. Thank you, and best regards.

Saturday, 12 April 2014

Analyst Post

Hello everyone! I'm Alba, the Analyst of this week. And as you know I have to put the marks of my partners. I had really enjoyed my task because I didn't have any problem with any of them, so I put them very good marks because they deserved it. We worked very well together and for this task we had only a few difficulties printing the cards, but we solved it immediately.

The task of this week was doing questions about the LOMCE according to the conceptual maps done the previous week, and once you had the questions, put them in cards.  We met one time and because this work was easy to divide, we did the rest of the task separately. We worked by couples and divided the topics. Although this can be seen as an easy task, we wanted to make very good questions, so we spent many time doing it.

The best part of the activity for us was correcting the cards with Give me 7 and voting our classmates's cards. We really enjoyed seeing their work and learning from their questions.

For us, the worst part was printing the cards because we had a little problem with the size, but we solved it very quickly.

We have learnt many things about the LOMCE, LOE and the changes between the two laws. I consider very useful to know about the subjects, the role of teachers, the autonomy of schools and so on.

We have to conserve that we work very well together, and we do not have many problems among us, and it is important to continue working in this way.

Although I think that we work well, for me we have to improve that in determined moments, we are a bit stressed beacuse we have too much work and we do not know what to do, we have to learn how to keep calm.

Evidently, this content is very related to many things in this course, specially with the part of the curriculum of the subject 'Planificación de la Acción Educativa' but in general it is related with most of our subjects.

Of course there are many social connections with the politic of our country nowadays, beacuse LOMCE is a very recent law and like everythings, it is being very controversial and critized by the citizens, so it is essential to know it closer.

In my opinion, it is being a very good experience for learning more things about the current law in education and the running of spanish schools nowadays. Something essential for us when we become teachers. All the groups are working very hard, and I have to recognize that after all, we are a bit afraid of this game, but we know that with effort and work we can reach it! We are very motivated to keep on working and learning. 

Best regards

Friday, 11 April 2014

Curator-farmer Post

Curator-farmer Post:Raquel Lorenzo Franco.

Hello everyone! I am Raquel, this week I am the curator farmer of my group ''The littleAnts''. The work which we have done this week consist on make 24 questions and answers of each topic from the cmaps that our classmates did last week, based on the LOMCE.
I have done a pearltree to sum this work, because as you know the curator farmer is the person who must do it and also who has to put all the references that the group have used to do the task.
So here you are the reference of the pearltree:

And also here you are the references that we have used to do the questions:

  1. BOE (Boletín Oficial del Estado). Martes 10 de Diciembre del 2013. (Núm. 295. Sec. I. Pág.
  2. CCOO Enseñanza. ¿Cómo será el nuevo sistema educativo LOMCE? (Diciembre del 2013)
  3. Comparación LOMCE-LOE. Ley Orgánica 2/2006, de 3 de Mayo.

I would like to say that with this task we have learned a lot of things from LOMCE, although we are not specialist in this topic, now we know a few more about it.

Facilitator - María Mula Pérez

Hi everyone! I´m María and this week I have the Facilitator role. As we know, the last week our task was to investigate about permanencies and differences between LOE and LOMCE and all related with educational system according to this. Linda, our teacher, gave us six topics with the most information we needed. We had to realize a “mind-map” to remark the main ideas and the most important aspects. Finally, in class everybody worked together to elaborate a complex map with the ideas each group had extracted.

This week the activity is the second step of the last week. Now, we had to develop some questions basing on these mind-maps. The condition was these questions wasn´t very obvious or easy, because the next activity will be to realize a “game”, in which the stars of each group are going to participate. The winner will be who was able to answer every question, and the reward will be a white letter for the exam!

To elaborate our questions, we divided ourselves in pairs or three persons group:
-          - Esmeralda and Blanca have been the responsible to develop the two and three topics questions.
-          - On the second hand, Raquel and Rosana have taken of four and five topics questions.
-         -  And finally, Alba, María Dolores and me have elaborated the first and the last (six) topics questions.

This morning we have collected the questions of every group in the following way: we have put all our questions in order piling up in six groups, which correspond with the six paragraphs our teacher gave us the last week. Then, each pile or topic has been delivered to each group, and the three remaining groups have been the supervisors. We have chosen eight question of everyone, and these will be the representatives of the topic one.

After holidays we will have the game! Good luck everyone!

Thursday, 10 April 2014

Translator Post

Hello everyone! I am Maria Dolores, the translator this week in my group.
For this task, we had to choose four questions of the six topics which Linda sent us. These topics are about the changes in the last law of education, LOE and the current, LOMCE. The week before, each group did a conceptual map and then, we uploaded a complete conceptual map with the ideas of each group. Through these conceptual maps we choose four questions of each topic. According to this, the 5 most important terms that I have learnt on the week are this:
Law, it is a regulation applicable to the people by some authority. If someone breaks the law, he or she would punishment by judicial decision. Through the correct laws a country would become organized in a good way.
Education, it is a form of learning, here the skills, knowledge and habits are transmitted through teaching. Education usually is transferred by someone, but in other occasion we can learn by ourselves. Education is divided in different stages: preschool, primary school, secondary school and finally the college, university or apprenticeship.
Questionnaire is an instrument which is used to make a series of questions; the purpose is to know the kind information which we want to get. Many times is used to know the knowledge of people, for example, the exams of students.
Question is a linguistic expression used to make a request for information, or the request made using such an expression. The information requested may be provided in the form of an answer.
Answer is a reply to a question or is a solution or a response that is relevant to the said question. An answer is an assertion in opposition to someone or something.

To conclude, I have to say that in this task we have learnt more about each topic, because in the last week we only did two conceptual maps of two topics. However, this week we have to read the six topics to extract the perfect question with the correct answer, so now, we know more about the changes between LOE and LOMCE.    

Stars Post

Hello, dear readers!!! We are Esmeralda and Blanca. Today in class we have to vote from 0 to 10 the different aspects that we have to take into account for evaluating the questions of the changes between LOE and LOMCE.

Us, “The Little Ants” with the assistance of the group “Give me 7” as supervisors, had to mark the questions of all the groups of the Topic one: “An Overview of the Educational System”.
The questions we have to evaluate were:

C'mon Tutankamon:
-        What are the two features that the Educational System needs to combine?
-        The Spanish Education offer Specialised Education, inside Specialized Education, what subjects appear?
-        Basic Education is divided in...?
-        How many types of provision there are in the Educational System?

-        Can you "repeat" grades in the "ESO"? In which grades and how many times?
-        What is needed to access the "basic training cycles"?
-        Can you "repeat" grades in primary education? In which grades and how many times?
-        Are the two cycles of primary education free? Why?

Step by Step:
-        What are the main objectives in the Primary Education System, according to LOE and LOMCE?
-        Once we have finished ESO, what options have we to continue studying?
-        If you are less than 14 years old, what do you need to access to the intermediate level of language part in Upper Secondary Education? And if you are over than 16 years old?
-        If my father, who is 45 years old, wants to study, what kind of school could he go?

Education Rush Hour:
-        What can a student who gets the Lower Compulsory Education Certificate do?
-        Why can we go from training to employment and vice versa?
-        Apart of the 5 principle studies the Spanish Education System provides, What three types of Specialized education offer the Spanish Education system?
-        What kind of autonomy does school have?

Give me 7:
-        What percentage of knowledge does the government set to maintain the common training throughout the national territory?
-        What two core competences are evaluated in the diagnostic test that is completed at the end of the third year of Primary Education?
-        What subjects are relevant for the average mark of Primary Education, that weren't in the previous law?
-        A 12 year old boy has failed all his exams and had to repeat the year. Can this child receive a scholarship? Why?

The Little Ants:
-        After what degree of education you obtain your first official certificate?
-        In which two main principles focus the law the quality of school?
-        What two possibilities offer Upper Secondary Education?
-        Apart of these studies: Pre-Primary Education, Basic Education, Upper Secondary Education, which more offer the Educational System?

The Teachleaders:
-        At what age can the adult education and training start?
-        The Upper Secondary Education is provided by secondary schools, what are the possibilities that you can choose?
-        We know that one of the characteristics of the Spanish Educational System is the flexibility. So, what does it means leaving the theoretical framework of lifelong fixed by Spanish Educational System?
-        If you finish the provision of the Spanish Educational System, including masters and doctorates, can you follow the studies?

-        How could the LOMCE face up a disadvantaged school where there is a wide diversity of students?
-        Is a seventeen years-old student able to access to the adult education, according to the LOMCE? Explain why or why not.
-        According to the LOMCE, is all the education free until the bachelor?
-        According to LOMCE if you have the Lower Compulsory Secondary Education certificate what do you need to access to Advanced vocational training?

Hide & Seek:
-        What are the most important features of the Educational System? Describe what the Educational Authorities want with these characteristics. 
-        What are the basic competences of primary education?
-        Who supervises the schools?
-        Apart from Upper Secondary Education, Higher Education, and Adult Education, what type of training can I do after Basic Education?

To sum up, we must say that in spite of having little time to evaluate the questions, we think we have chosen them right.