Hello
everyone! We are María and Alba, the stars of these weeks of The Little Ants
and we want to show you our conceptual maps. First of all, we have to say that
we decided to do a very complex map with related concepts in order to show all
the ideas reflected in the documents about the current law of education LOMCE
and its changes respect the previous one, LOE.
Each
group has to work in two different topics respects LOMCE and its changes. Our
topics were the Organization of Primary Education and Administration and
Governance at Local and/or Institutional Level II.
In
our conceptual map about the Organization of Primary Education we showed from
the organization of the school year, the classes per day students have, the
differences of admission requirement among private and public schools, the
geographical accessibility, to the role of tutors, how them oriented their
students, the addition of a second foreign language with the LOMCE… This work
has helped us to understand better the reality of schools nowadays, how they
work, and also the adaptations to the students’ necessities.
Our second topic was based on “Educational administration and
governance”. We have divided our mindmap in two areas. The permanencies and the
changes.
The first point is based on on the curricula. We want to
explain that the original curricula emerge from the state, then it pases to the
authonomous communities and finally it arrives to schools. Along this process,
the curricula suffers a Our second topic was based on “Educational administration
and governance”. We have divided our mindmap in two areas. The permanencies and
the changes.
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On the first
hand, inside the permanencies we find a very important topic through which
develops the rest of the points, Educational
Institutions.
The first point is based lot of
changes, so we can deduce that it deteriorates somewhat.
The second point mentions the areas
of educational institutions, which are pedagogical and curricular organization,
organizational management and management of resources. In addition, educational
institutions can induce experiments, forms of organization and working plans
(this is the third aspect).
Then, we find that educational
institutions have The School Board and The Teachers Assembly.
Finally, the three following points explains
the plans of schools (values, objectives, etc.).
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On the second
hand we find the main changes. We illustrate school autonomy, which develop
pedagogical resources and the changes in the curriculum (common contents,
different teachings and minimum teaching ) and the influence of government.
Last
Monday, the day of the exposition, we had to work with other teams and
supervise that they put their marks correctly; we really enjoyed working with
Give me 7. We thought they did a very good work in their conceptual maps so we
let them to mark their own work very high.
This
week we had learned many necessary things for us when we become teachers, and
we want to continue learning. We are encouraged to work very hard; it is the
only way to reach our goals!
Best
regards.
By: María Mula Pérez and Alba María Velasco Martínez
