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Valoramos la atención a la diversidad. Modelamos, ideamos, planificamos junt@s, ofrecemos andamiaje, reforzamos y nos enriquecemos con los principios de la inclusión educativa. El alumnado pasa a ser, con las herramientas que se le ofrecen el verdadero protagonista de su aprendizaje. Veamos ejemplos prácticos.

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Coteaching en el Programa MEFP-British Council

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Coteaching en el Programa MEFP-British Council

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Sucede cuando dos docentes, un/a especialista en el área y una asesora lingüística confluyen en el aula y trabajan el currículum integrado desde una doble vertiente: la del desarrollo de destrezas lingüísticas útiles para alcanzar los objetivos propuestos y para trabajar los contenidos utilizando la segunda lengua como vehículo transmisor de conocimiento y comunicador de ideas.

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After working on the Battle of Hastings by reading facts, learning salutations, designing a poster, watching a video, playing a GAME, we took a PERSONALITY TEST so that we could find out who we were: Some of us turned out to be a Saxon Farmer; others, a Chronicler; others turned out to be the very William the Conqueror or the Duke of Normandy himself...

At home, we crafted some swords and masks to reenact the famous Battle that changed history forever.

Now you can check up the output of this activity in the School's Hall. We hope you like it (and we also hope you learn something new with our project).

Good job, class!

Thanks to both teachers, Susana for helping me by collecting the posters and Laura for helping by putting up the posters and the decorations with me.

#TeamWork

#BritishCouncilTeam

#CoTeaching

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1066: The Battle of Hastings Project - Re-enacting the Battle at IES Al-Qázeres #ESO2 #History

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After working on the Battle of Hastings by reading facts, learning salutations, designing a poster, watching a video, playing a GAME, we took a PERSONALITY TEST so that we could find out who we were: Some of us turned out to be a Saxon Farmer; others, a Chronicler; others turned out to be the very William the Conqueror or the Duke of Normandy himself...

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YOU KNOW NOTHING ABOUT THE PEASANTS’ REVOLT, right? Our ESO2 students will tell you all about it #ThePeasantsRevoltProject

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THE PEASANTS’ REVOLT AS EXPLAINED BY OUR ESO2 STUDENTS 1. In the first part of this Project, the students had to create a word cloud ba...

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RESEARCH AND GATHER

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According to the Teacher Toolkit website, a Gallery Walk is a discussion technique which allows students to be actively engaged as they walk throughout the classroom. They work together in small groups to share ideas and respond to meaningful questions, documents, images, problem-solving situations or texts.

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Gallery Walk in the History Class (ESO1) ·Second Session·

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According to the Teacher Toolkit website, a Gallery Walk is a discussion technique which allows students to be actively engaged as they walk throughout the classroom. They work together in small groups to share ideas and respond to meaningful questions, documents, images, problem-solving situations or texts.

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PRESENT YOUR OUTPUT

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Ancient Rome: Carousel Brainstorming; an overview #ESO1 #History

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Watch our video for an overview of the activity.

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RESEARCH AND GATHER INFORMATION.

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Carousel Brainstorming in the History lesson, by our teacher Susana González #ESO1

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In station teaching, the class is divided into three or more groups and the classroom has multiple learning centers. As the students rotate through the stations both teachers are responsible for planning and teaching an in-depth concept that helps meet the overall lesson goal.

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Sutton Hoo Helmet Posters (ESO2, History)

Our little historians, I mean our students of ESO2, have explored the Sutton Hoo Helmet using different resources.

Considering how good the helmet would be for protecting its owner, they have designed and decorated a poster containing some interesting information bites learnt through research in class.

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Sutton Hoo Helmet Posters (ESO2, History)

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Sutton Hoo Helmet Posters (ESO2, History) Our little historians, I mean our students of ESO2, have explored the Sutton Hoo Helmet using different resources. Considering how good the helmet would be for protecting its owner, they have designed and decorated a poster containing some interesting information bites learnt through research in class.

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What is the story of our stuff? #MakingChangeTogether #ESO4

The Story of Stuff is a 20-minute online documentary about the way we make, use and throw away all the Stuff we have in our lives. Our ESO4 students, as previously posted on this blog, got engaged in a creative activity in which they had to watch the video (listening) and design a poster (post-listening) inspired by the ideas that were being displayed (while-listening).

#MakingChangeTogether

Here are the results!

Let's congratulate first Adrian B. for such an excellent job!

The posters are all now exhibited in the hall, reusing a previous posters-panel about Saint Valentine's Day.

Here you can have a look at a selection of the posters:

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What is the story of our stuff? #MakingChangeTogether #ESO4

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What is the story of our stuff? #MakingChangeTogether #ESO4 The Story of Stuff is a 20-minute online documentary about the way we make, use and throw away all the Stuff we have in our lives.

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#History Córdoba and Granada Exhibition #ESO2

Our #ESO2 students have created beautiful booklets with their history teacher, Susana González. The exhibition is now ready to be enjoyed by everyone at school.

Excellent pieces of work!

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#History Córdoba and Granada Exhibition #ESO2

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History Córdoba and Granada Exhibition #ESO2 Our #ESO2 students have created beautiful booklets with their history teacher, Susana González. The exhibition is now ready to be enjoyed by everyone at school. Excellent pieces of work!

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Assessment of the SECOND term (British Council Programme)

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Please, answer these questions about the development of the first term as regards the British Council Programme Subjects (Geography/History, Literacy and Science)

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Gamifying the History class: Greek Mythology (ESO1)

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In order to find out how much the students had learnt with the presentations about Greek Gods and/or Goddesses, a card game was designed. We...

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Over the past few weeks, the 1st ESO has been studying the prehistoric period in the Social Science class with Susana, leveraging art from the period to gain insight into the daily lives of our ancestors. The students studied art in three different ages - the Paleolithic, Neolithic, and the Metal Age. As seen below in the students' posters, the art from each period reflects the customs, available resources, and level of technology of the time. Studying art over these different periods and discussing what each item represents has helped to teach the students about the gradual process through which humans set the stage for early human civiliations - our next unit!

Additionally, the students had the opportunity to practice the craft of our ancient ancestors, using clay to replicate some of the different pieces that they have studied. Although things got a little messy (when do things not?), the students enjoyed the hands-on activity as a means to wrap up the unit.

As the students begin to study early civiliations in Mesopotamia and Egypt, they now have the skills to use art to analyze and interpret the characterisitics and properties of early societies.

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Fun and Learning with Prehistoric Art in ESO1 (Social Science)

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Over the past few weeks, the 1st ESO has been studying the prehistoric period in the Social Science class with Susana, leveraging art from the period to gain insight into the daily lives of our ancestors. The students studied art in three different ages - the Paleolithic, Neolithic, and the Metal Age.

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Meaningful feedback from our students is essential for improving our lessons. I am slowly introducing at the end of my lessons an indirect lesson assessment using a very simple poll with emojis . Here is an example from today's lesson:

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Teaching Practice: introducing at the end of my lessons a lesson assessment

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Meaningful feedback from our students is essential for improving our lessons. I am slowly introducing at the end of my lessons an indirect lesson assessment using a very simple poll with emojis . Here is an example from today's lesson:

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How to create a Mind map in Geography: Study Skills / Language Skills

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OTHER KNOWLEDGE/GRAPHIC ORGANISERS: Venn Diagram, Mind Maps, Charts, etc.

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OTHER KNOWLEDGE/GRAPHIC ORGANISERS: Venn Diagram, Mind Maps, Charts, etc.

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The use of GRAPHIC/KNOWLEDGE ORGANISERS in the Language Skills Lessons is one of the key tools in our MEFP-British Council Programme. According to a British Council article, visual representations of information are by no means an innovation in education. The use of graphs and charts to represent statistical information and time-lines showing the sequence of historical events have long been accepted tools, while in language teaching, the mind map is already a common aid to brainstorming a topic.

Let us show you an example of a recent activity and the graphic organisers used: a Venn Diagram (used as a post-listening task) to compare and contrast and a knowledge organiser with different boxes for different topics (used as a while-listening task)

In this activity our ESO3 students had to compare the Spanish Political System and the British one.
There are many advantages for the students working in this way, among them, the versatility of graphic organisers for they have multiple uses. They can be used to structure writing projects, summarise reading texts, organise and store vocabulary, and help in problem solving, decision making, studying, planning research and brainstorming.

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The Use of Graphic Organisers in the Language Skills Social Science Lesson: a paradigm #coteaching #methodology #ESL

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The use of GRAPHIC/KNOWLEDGE ORGANISERS in the Language Skills Lessons is one of the key tools in our MEFP-British Council Programme. According to a British Council article, visual representations of information are by no means an innovation in education.

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Organising ideas and contents

In the Language Skills Lessons in both Science and in Geography/history/social science, we make use of a wide variety of different tools to organise knowledge: graphic organisers such as Venn Diagrams, Mindmaps, Empty Boxes with different titles, word clouds, etc. Graphic organisers are visual and graphic displays that organise ideas and demonstrate relationships between different information and concepts. They are designed to improve learning outcomes for our students, review information, and they are especially helpful to students who struggle with arranging information. This week we have used a couple of them in #ESO3, namely Venn Diagram and Plain Boxes Organisers.

Below are some students samples.

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Organising ideas and contents In the Language Skills Lessons in both Science and in Geography/history/social science, we make use of a wide variety of different tools to organise knowledge: graphic organisers such as Venn Diagrams, Mindmaps, Empty Boxes with different titles, word clouds, etc.

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Our integrated co-teaching: collaborative team teaching

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Our integrated co-teaching: collaborative team teaching

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"Two heads are better than one", "there’s power in partnerships", "teamwork is dreamwork"

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"Two heads are better than one", "there’s power in partnerships", "teamwork is dreamwork"

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We’ve all heard these phrases countless times, right? This is, in the broader sense, collaborative teaching.