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Hello, everyone! Here you can upload your texts. If you have never used this app, don´t worry, it is very simple. Click on the PLUS SIGN (+) and add your file there. You can write in the comments to answer the questions to other groups.
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Defending a Teacher’s Right to Disconnect

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Defending a Teacher’s Right to Disconnect

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Technology is compromising the health and well-being of teachers, blurring the already-indistinct boundaries between work and home and leading to an unsustainable “always on” mentality, researchers assert in a new study.

It’s not an entirely new problem. For decades, educators have labored under the twin pressures of expanding responsibilities at work and increasing domestic demands. As dual-income families became the norm, larger class sizes, more paperwork, and a gradual shift in caretaking duties toward school systems have strained the capacity of educators, encroaching on personal time traditionally set aside for family and friends. Well before the pandemic, stress topped the list of reasons teachers quit, according to a RAND study, which identified long hours and the burden of taking on second jobs to supplement income as primary factors in early retirement.

Questions ⁉️

In your opinion, have we lost privacy?

Do you feel that you have no right to disconnect from the platforms?

Do you think that this is the fault of technology or is it the fault of some other factor?

Guillermo Mateos and Ana Moreira

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1. Which actions should UNESCO’s action be based to transform in a multicultural world?

2. Why do cities play an important role in promoting diversity and inclusion?

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Screen time is up—here's how to refocus on reading

Fan fiction and other surprising ways to coax kids back to books

As many parents know, screen time has ballooned during the pandemic. Recreational device time jumped 67 percent among kids ages four to 17 during lockdown in Germany, according to a study published in Nature. Dubit Limited found an 11 percent increase in screen time among U.S. kids ages two to 15; laptop usage jumped 52 percent, likely due to distance learning.

Although no studies have yet shown that the bump in screen time has resulted in less recreational reading time, it’s possible, says Christine Elgersma, senior editor of learning resources at Common Sense Media. And the combination of learning loss from disrupted schooling and less time spent reading could have consequences.

Research has consistently tied reading activity and proficiency to academic success, increased empathy, and a deeper understanding of the world—all things most parents want for their kids. But if screens have taken over your kids’ lives, parents can still steer kids back toward books, says Maria Russo, former children’s book editor at the New York Times and co-author of How to Raise a Reader.

“If you want your kids to become readers you have to help them find books they love,” she says. “That means that your work is not so much nagging them to read or taking away their devices—your work is helping them discover the kinds of books that excite them.”

Here are some tips to try:

Tap into their interests. Match books to kids’ obsessions—whether it’s animals, history, or Minecraft—and kids are hooked. “Those are kids who cannot wait to read,” Russo says. “They crave those books.”

Consider your kid’s personality when helping them find books. “Some kids are information seekers,” Russo says. “They’re not necessarily reading for the story but to answer their questions.” She suggests atlases or almanacs, like Guinness World Records.

Limit devices and make books accessible. Digital temptations can be hard even for adults to resist, Elgersma says. Making some rules can help. “Setting up some screen-free times and zones in your house encourages kids to find something else to do,” she says. Examples might be before bedtime or on a weekend afternoon.

And then make reading easy: “Have some books you think might appeal to them lying around to tempt kids who are looking for something to do,” she says.

Create readerly habits. Browse in bookstores or make regular trips to the library to help build a habit of seeking out new books, Russo says. And then when they grow up, they’ll pop into bookstores, too. “They find themselves unconsciously emulating how their parents live,” she adds.

Questions:

1. Why is it important for children to read?

2. What is it suggested to do to get a child excited about reading?

3. How reading helps children at early childhood?

4. Recreational reading vs digital devices? / Is it possible to propose reading as a recreation method by the use of digital screens?

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Trabajo realizado por: Catherine Zurbano y Gissel Rodríguez

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Play, and why it is important for learning and development in the early years

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Play, and why it is important for learning and development in the early years

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Educators are re-thinking how to teach young children to tap their enormous learning potential. Play is one of the most important ways in which young children gain essential
knowledge and skills. For this reason, play opportunities and environments that promote play, exploration and hands-on learning are at the core of effective pre-primary programmes.

Play is meaningful
Children play to make sense of the world around them, and to find meaning in an experience by connecting it to something already known. Through play, children express
and expand their understanding of their experiences.

Play is joyful
Look at children – or adults – playing, often smiling and laughing. Of course, play may have its frustrations and challenges (Who gets the first turn? Why can’t I make this block building stay up?), but the overall feeling is one of enjoyment, motivation, thrill and pleasure.

Play is actively engaging
Watch children playing, and you will usually see that they become deeply involved, often combining physical, mental and verbal engagement.

Play is iterative
Play and learning are not static. Children play to practice skills, try out possibilities, revise hypotheses and discover new challenges, leading to deeper learning.

Play is socially interactive
Play allows children to communicate ideas, to understand others through social interaction, paving the way to build deeper understanding and more powerful relationships.

Play takes many forms
Everyone knows ‘play’ when they see it – on streets, in villages, on playgrounds, in classrooms. People from every culture, economic background and community engage in play from their earliest years. Yet play can be hard to define. Researchers and theorists, however, agree on the key characteristics of playful experiences, as seen in the figure on this page. An important aspect of play is children’s agency and control over the experience. Agency refers to children’s initiative, decision-making and self-choice in play.

Ultimately, play should involve some degree of agency, enabling children to take on an active role and ownership in their experiences, as well as recognizing and trusting children to be capable, autonomous, and agents of their own playful learning journeys.

UNICEF (adapted)

FOR REFLECTION...

1. How does play benefit children in their development and learning?

2. Do you think play is only positive for preschoolers?

3. Do you think it is important to involve play in teaching?

4. In your teaching practice, do you incorporate play into activities? Tell us about some of your experiences.

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"School Bullying is Nothing New, But Psychologists Identify New Ways to Prevent It."

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"School Bullying is Nothing New, But Psychologists Identify New Ways to Prevent It."

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Hello!! In this document you can find the text and three questions:
https://docs.google.com/document/d/1zSfIikK67J7VldyGjMVLDLOsBNlEfxZLtAMXZq7V-Do/edit?usp=sharing

Celeste de León, Victoria Gondolveo y Micaela Tesitore.

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Hi everyone, we are Milena Manzi and Johanna Sobrado

Reading: Read the text and don't forget to answer the questions

Howard Gardner's Multiple Intelligences: A Theory for Everyone

Being intelligent does not always mean that someone tests well -- a problem with which teachers and school administrators have struggled since the earliest days of organized education. Howard Gardner's theory of multiple intelligences helps educators think differently about "IQ,"  and about what being "smart" means. The theory is changing the way some teachers teach.

When Howard Gardner's book, Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983) burst on the scene, it seemed to answer many questions for experienced teachers. We all had students who didn't fit the mold; we knew the students were bright, but they didn't excel on tests. Gardner's claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do.

Later Gardner books, such as The Unschooled Mind: How Children Think and How Schools Should Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (Basic Books, 1993) helped us understand how multiple intelligences could help us teach and evaluate our students in new and better ways.

WHO IS HOWARD GARDNER?

Howard Gardner, Ph.D. is a professor at Harvard University and the author of many books and articles. His theory of multiple intelligences has challenged long-held assumptions about intelligence -- especially about a single measure of intelligence. Dr. Gardner also co-directs Harvard's Project Zero.

IMPLEMENTING GARDNER'S THEORY IN THE CLASSROOM

When asked how educators should implement the theory of multiple intelligences, Gardner says, "(I)t's very important that a teacher take individual differences among kids very seriously. The bottom line is a deep interest in children and how their minds are different from one another, and in helping them use their minds well."

An awareness of multiple-intelligence theory has stimulated teachers to find more ways of helping all students in their classes. Some schools do this by adapting curriculum. In "Variations on a Theme: How Teachers Interpret MI Theory," (Educational Leadership, September 1997), Linda Campbell describes five approaches to curriculum change:

Lesson design. Some schools focus on lesson design. This might involve team teaching ("teachers focusing on their own intelligence strengths"), using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach and learn certain topics.

Interdisciplinary units. Secondary schools often include interdisciplinary units.

Student projects. Students can learn to "initiate and manage complex projects" when they are creating student projects.

Assessments. Assessments are devised which allow students to show what they have learned. Sometimes this takes the form of allowing each student to devise the way he or she will be assessed, while meeting the teacher's criteria for quality.

Apprenticeships. Apprenticeships can allow students to "gain mastery of a valued skill gradually, with effort and discipline over time." Gardner feels that apprenticeships "should take up about one-third of a student's schooling experience."

With an understanding of Gardner's theory of multiple intelligences, teachers, school administrators, and parents can better understand the learners in their midst. They can allow students to safely explore and learn in many ways, and they can help students direct their own learning. Adults can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning.

Article by Anne Guignon

Education World®

Copyright © 2010 Education World

Answer the questions

1-What are the multiple intelligences?

2- Who is Howard Gardner?

3- How can a teacher incorporate the theory of multiple intelligences in his class?

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What you need to know about the right to education 26/11/2020

The Universal Declaration of Human Rights affirms that education is a fundamental human right for everyone and this right was further detailed in the Convention against Discrimination in Education. What exactly does that mean?

Why is education a fundamental human right?

The right to education is a human right and indispensable for the exercise of other human rights.

Quality education aims to ensure the development of a fully-rounded human being.

It is one of the most powerful tools in lifting socially excluded children and adults out of poverty and into society. UNESCO data shows that if all adults completed secondary education, globally the number of poor people could be reduced by more than half.

It narrows the gender gap for girls and women. A UN study showed that each year of schooling reduces the probability of infant mortality by 5 to 10 per cent.

For this human right to work there must be equality of opportunity, universal access, and enforceable and monitored quality standards.

What does the right to education entail?

Primary education that is free, compulsory and universal

Secondary education, including technical and vocational, that is generally available, accessible to all and progressively free

Higher education, accessible to all on the basis of individual capacity and progressively free

Fundamental education for individuals who have not completed education

Professional training opportunities

Equal quality of education through minimum standards

Quality teaching and supplies for teachers

Adequate fellowship system and material condition for teaching staff

Freedom of choice

What is the current situation?

About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.

155 countries legally guarantee 9 years or more of compulsory education

Only 99 countries legally guarantee at least 12 years of free education

8.2% of primary school age children does not go to primary school  Only six in ten young people will be finishing secondary school in 2030 The youth literacy rate (15-24) is of 91.73%, meaning 102 million youth lack basic literacy skills.

https://en.unesco.org/news/what-you-need-know-about-right-education

Questions:

How was the right to education affected by the pandemic?

Why is it said that “The right to education is a human right and indispensable for the exercise of other human rights”?

How do you think current education would be without a right that guarantees it?

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Questions:

How can the education system facilitate Internet connectivity in rural schools?

Why, with the technological advances we have today, do rural schools have problems with Internet connectivity?

Sol Prando-Martina Parodi- Lucia Magallanes.

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Dear María José,
I hope you are fine!

I attach the text. I didn't understand if i should already ask the questions or later when my colleagues public our text.

good weekend :)

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Vision Zero - no fatalities or serious injuries through road accidents

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Questions:

1-Are the entrance profiles for these types of universities the same for the whole population?

2-Does everyone acquire the right to study?

3- Is there real equality in education?

4-Is a study place purely a question of an entrance exam?

5- Where do you see common ground with Uruguayan education?

6-Does social and economic status influence tertiary education in our country?

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 Nadia Alaniz - Valeria Piotto - Leticia Ganduglia

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 Nadia Alaniz - Valeria Piotto - Leticia Ganduglia

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How Important is Subject Matter Knowledge for a Teacher?

By Keith Heggart                                                                                  May 1, 2016

It seems obvious that, if you are going to teach a subject, then you should really know a lot about the subject, right? Certainly in high schools, where teachers often specialise into one or two subject areas, there is a real emphasis on the subject matter knowledge of the teacher - which is why, the claim goes, that if you want to teach history, you should first learn a lot about history, and if you want to teach mathematics, then you should get a degree in mathematics.

One Chapter Ahead of the Students…

It is surprising, then, that there is relatively little evidence supporting this claim. Instead, it seems as if it has been accepted as a truism by  many educators, and not investigated further - it is just a ‘given’. What evidence there is, however, suggests that there is much less correlation between teacher subject knowledge and student achievement than one might reasonably expect. John Hattie, a New Zealand education academic, identified that subject matter knowledge was really only a minor consideration in student achievement. Hattie conducted a meta-analysis of more than 1000 educational studies which identified 138 different factors that influenced student learning. The required effect size for a student to make a year’s progress was 0.4. According to Hattie, teacher subject-matter knowledge had an effect size of 0.19, meaning that it was far less effective than other factors like classroom management (0.52) or effective teacher feedback (0.75).

It would be easy to conclude, based on Hattie’s work, that subject matter knowledge is unimportant, and that teachers can teach with abandon outside their subject area. This kind of argument is not completely unfamiliar to elementary or primary school teachers, who are often required to be generalists - and often acknowledge that they don’t have the same level of subject knowledge as high school teachers. In this case, teachers can afford to be one topic ahead of the students in their teaching.

Not so Fast…

Of course, as with many other things in education, the answer is much more complicated than that. Hattie revisited this topic in a later book, Visible Learning for Teachers (2011) where he discussed the fact that expert teachers can make use of their subject knowledge to organise and use content knowledge more effectively for their students to understand. In addition, expert teachers are more likely to be able to respond to the needs of any particular classroom, recognising students who are struggling and changing the way the information is presented in order to make it more understandable.

There have also been criticisms of Hattie’s work - some of which focus on the fact that educators have interpreted his work by isolating independent factors in education and elevating them above others. In other words, to use the example above, schools should focus all their effort on effective feedback and classroom management, and not worry about teacher subject knowledge. Of course, such an approach would ignore the complex interplay of variables that take place in an educational setting. To continue our example: for a teacher to provide effective feedback (rather than the too-often deployed ‘Good effort!’) requires that teacher to understand both what the student is capable of, and how the student can express their understanding and what an improved understanding might look like. In other words, a teacher needs to call on and deploy skills related to feedback, teacher subject knowledge, and also their relationship with the student in order to complete the process successfully. There is no single factor that stands out here - rather, there is a mix of different skills and knowledges that expert teachers are capable of weaving together.

So What’s the Answer?

Of course, nothing is ever simple in education. The answer is that teachers - whether they are subject specialists or generalists - need a wide range of different skills and attitudes if they are to assist their students achieve high outcomes. These should include relationships with students, subject matter knowledge and also an understanding of pedagogical processes to develop the understanding that is required. Should a teacher fail to have any of these, then it is likely that the learning in the classroom will not be as successful. However, it would be foolish to isolate one of these skills to the exclusion of all others: teaching, like most people-centred professions, requires a range of abilities and skills that the practitioner carefully weaves together, in such a way as to provide the most meaningful experience possible.

Source: https://www.edutopia.org/discussion/how-important-subject-matter-knowledge-teacher

Questions:

1-Is there an area of knowledge you predict you would need to focus mostly on?

2- Should teachers be creative to involve students?

3 Is it important to have a good relationship and interaction with our students?

4- How important is subject matter knowledge for a teacher?

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Should you vary your study environment?

Some scientists and neurologists say that to improve your thinking skills, you should vary where and how you work or study. For example, don't always work at your desk. Instead sit in your favorite chair or lie on the sofa, with your family talking around you or even with the TV on! There are several reasons for this theory.

First, the brain works better if it has variety. A variety of stimuli causes the brain to be more alert, so more learning takes place. Another reason is that if you are studying and listening to music at the same time, you are multi-tasking. Asking your brain to do more than one thing at a time is good brain training. Finally, always studying in the same place is boring, and if you are bored, your level of concentration is lower.

On the other hand, many educators recommend always studying at the same time in the same place for several reasons. First, this creates a routine, and if you have a routine, it is easier to develop the habit of  studying for a certain amount of time every day. Second, you have all your books close by and organized in one area. Finally, you can be away from distractions like TV or other people, and many educators believe this is necessary for good concentration.

Questions

Which is the best environment to work or study in a successful way?

Is there an ideal environment or does it depend on the person?

Is it better to multi-task while studying or working, or is it better to concentrate in only one thing at a time?

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Celebrating Climate Action in Schools and Child Care Programs Across Canada

Each year, Healthy Schools Day presents an opportunity to galvanize a collective commitment to healthier and more sustainable learning environments for children and youth in Canada. Amidst escalating concerns about the negative impacts that the climate emergency is having on the physical health, mental wellbeing, and future prospects of today’s young people, there was little debate among the ~25 organizations and youth leaders involved in Healthy Schools Day in Canada that climate action should be the focus of the 2020–2021 campaign.

Through our Five Ways campaign messaging and the SHARE IT | SHOUT OUT youth challenge, the Healthy Schools Day team sought to recognize and celebrate the multiple ways that students, educators, schools, and child care programs are taking action on climate change. Such actions can include things that educational professionals and young people are already doing — with or without an explicit link to climate change — such as biking or walking to school, composting, promoting litterless lunches, reducing energy waste, greening outdoor spaces, and supporting youth voices and leadership. As we learned about and tapped into the diverse array of initiatives that promote such positive actions across Canada, we became curious to know more about the extent to which such efforts are embraced and promoted by early childhood educators across Canada, and what the related motivators and barriers may be.

Title: Celebrating Climate Action in Schools and Child Care Programs Across Canada

Source: greenteacher.com By Erica Phipps, Don Giesbrecht, and Ian Shanahan

Type of text: Informative text

Characteristics identified:

Abstract:

El Día de la Escuela Saludable se celebra todos los años en Canadá, con el objetivo de fomentar y concientizar a todos los miembros de la comunidad educativa sobre el cuidado del medio ambiente y las rutinas saludables, como el uso de la bicicleta, la buena alimentación y la recogida de basura.

La idea es promover estas actividades y concientizar a más personas sobre el cuidado del medio ambiente.

Answers:

1-      Is there a similar day in your city or country?

2-      Do you have environmental care behaviours?

3-      How would you promote care for the environment in your role as a teacher?

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Buenas noches mi propuesta es individual les adjunto las preguntas del texto. Saludos

Questions:

How much does this way of communicating affect our students?

Is it possible that students are struggling with putting in words their emotions?

How can we, teachers, help them?

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Hello, everyone!

I am reading your comments! Well done all of you!