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My name is Marta and I'm from Barcelona, Spain. Since 1999 I'm working in a big school with all the educational levels from nursery to High School. My pupils are in pre-school ( 3-6 years). Our school, in this moment, it's in a change metodology process and for this reason I'm very interested in this course and  in all the things that I'll learn of all my classmates.

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Since 1999 I'm working in a big school in Sant Adrià de Besós.
My school has all the educational levels from nursery to pre-university, we also have superior studies like administrative, dentist and sports. It's a school with big spaces and natural light.
Actually we are in a we are in a methodological change process all based in neurodidactic. All the teacher are very implicated and we are in constant formation.
We are a inclusive school, all the boys and girls are in class  during the school day taking into account their characteristics and needs.

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At the moment I am a teacher in a group of boys and girls of five years. Our morning always starts with movement, a small dance to wish us good morning and a big group hug. This gives us the strength to start the day with lots of energy and give us lots of love. In our school, the whole emotional aspect is very important both in the classroom and outside. The children are sitting in groups of 6 and they change space, classroom and classmates depending on the activity to be performed. In our classrooms the way to develop a day has changed a lot with the passage of the years and after the training received in neuroeducation. Our classes are much more active, more dynamic, based on the needs and interests of the students, making them protagonists of their own learning and where the teacher is no longer the only one who has the answers to everything but is a guide in the development. We have begun to work cooperatively, the students discover together, grow and help each other. I believe that peer learning is very beneficial to them, much more than a master class where the teacher arrives, talks and the children have nothing to contribute. In our classrooms families are also becoming much more involved, come to explain their experiences, to talk about their work, to help us to make workshops ultimately to be part of the development and learning of students.
The days after the presentation of a unit we review what we have done, we show videos, photos and among all we remember.
Each student has their learning pace to be adapted to the needs of each one of them. In our classrooms we have students with special educational needs who are part of the regular group, we are an inclusive school. By means of rubrics and observations we are creating the evaluation of the students that are then made available to the families through a report and an interview.
I think that working for PBL is very beneficial for the students and for their development, emotional, personal, mature ... I think it is easy to combine with everything that is being done in our school and in our classrooms where any space, object, situation is an incentive for learning and motivation.
Soon we will introduce the subject of prehistory with the students and they will be asked to make videos, presentations, posters to present to colleagues what they know. The first day when you arrive at the classroom you will find it converted into a cave and from here we will discover with the help of all.

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I think all the points are important but I think the most important of all is the change of mentality in the teachers. If we do not open our eyes and minds for change, it will be difficult for the school and the students.
At my stage, preschool, I think the most difficult thing to change is to work as a team, to cooperate with the classmate. We are introducing cooperative work in the classroom and it is difficult for them to understand that everyone has something to contribute to the group and that all members are equally important as well as that everyone has to participate.

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Currently in my class I try to work in a more collaborative way. Children work in small teams where;
- Everyone has something to contribute to the group
-Work together to get to the final result
-Have to share materials
-They must reach agreements and make joint decisions
The truth is that this type of groupings is not made for everything. There are times when we work individually, especially when we work with graphs, literacy ... Little by little, we are modifying all the areas of our curriculum to get to work in a more group way. We are introducing new methodologies such as Flipped-classroom, gamification, learning routines ... We are very happy with the results obtained by the children, they enjoy much more, they are more motivated and the learning is acquired in a more meaningful and fluid way.

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I really like how Deirdre Butler has spoken in this video. I think he said things in a clear and easy way to understand the idea.

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FCS - Module 3 - Collaboration - Deirdre Butler, National University of Ireland

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At my school, high school students have been carrying out an e-Twinning project for some years with schools in other countries. They write letters, present videos and make themselves known as a country and culture. Also during the school year, teachers from different countries come to visit us and spend a few days with us. They know our way of working and our customs. On the other hand the teachers we have been in the Erasmus + project where we had the opportunity to travel to Holland, Ireland and Finland (where I was a week) we were doing Job-shadowing and the experience was very positive in all aspects.
During the year we have some projects with companies from abroad such as the Red Cross to collect clothes, toys and food. The children of 5th grade of primary school created a small company to collect money for children with cancer from Valle Hebrón Hospital.
I think it is very important to be able to work with external companies, we can contribute a lot and they can contribute to us.

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PRIMARY EDUCATION AND DINING ROOM - ESCOLA TÚRBULA

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Many of the tools have already been named, some colleagues from higher courses tell me the following.
-Com8S
To create virtual communities of students and teachers.
-Glogster
To create interactive multimedia posters.
-BSCW
Public cooperation platform

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I want to show an activity that I made the last year with my pupils of 5 years old. They had to write a list of words where we can listen  the sound A. Every pupil had a different colour and all of them had to participate. The result was very positive. They worked together, they helped to each others and learned a lot of new words.

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At the beginning of the course (at the preschool level) it is very important to work on habits and attitudes in the group. At first, with a certain group that was very numerous and with children who came without limits of behavior and with very high voice volumes, it was very difficult to get close to them and to accept the rules and habits of the classroom. After many attempts and different group dynamics that did not work, I thought of alternative activities that addressed the same themes but based on emotions. From a story "The monster of colors" we began to work as we felt and as we thought others felt and things began to change. Respect for others, for the material of the classroom and good relations between classmates were improving until they reached an ideal climate to work and enjoy.

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http://study.com/academy/lesson/amygdala-role-in-emotion-function-lesson-quiz.html

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The importance of emotions in the classroom

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The importance of emotions in the classroom

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LINK TO THE COLORFUL MONSTER VIDEO.
https://www.youtube.com/watch?v=0xfd5VaoaWY

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In my school the evaluation depends on the educational level in which we are. In secondary school students pass tests of each unit and present dossiers at the end of the quarter that help in the final grade. In preschool and primary school the evaluation is summative and the student is evaluated during the process and at the end of it, taking into account the evolution and involvement of the student.
In the sixth grade, standardized tests are also passed for all schools.
My opinion is that our way of evaluating has to change and take much more into account the student.

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The issue of evaluation is something that worries us at any educational stage. Here I leave 10 applications to generate rubrics for our students.
1. Rubistar
2. Evacolmix
3. Additio
4. Rubrics fot teachers
5. TeAchnology
6. Rubric Maker
7. Corubric
8. iRubric
9. Google forms
10. ERubrica

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Great tool that is helping me a lot in the design of my unit.
http://learningdesigner.org/designer.php?uri=/personal/martabereardanaz/designs/fid/8b45cb03d654c7c4c6d228ecca3c6d9928c466f1d2aa5324b512c3ce2268e437

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As teachers there are many ways to weaken the confidence of our students. In the pre-school stage, which is where I am, the students that you do not value or support emotionally, to those who do not congratulate themselves on what they do (being the correct result or not) and those who feel that they are not part of the group because the The teacher doubts his abilities ... They all feel that they are useless and by default his self-confidence decreases and that does not help them in their development or learning.

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http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2722061

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www.youtube.com/watch?v=bTGnJnuVNt8

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https://www.scholastic.com/teachers/blog-posts/meghan-everette/8-essential-elements-project-based-learning/

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Interesting blog that gives us a good basis to work resilience in our students.
http://thehighlyeffectiveteacher.com/how-to-promote-resilience-in-your-students/

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The Foundation for Critical Thinking developed a short series of five “Intellectual Standards,” ways of helping elementary-aged children learn to think better.  Teach these standards to your kids, and then interact with them in ways that reinforce the five standards.

Invite them to BE CLEAR by asking for explanations and examples when they don’t understand something.  Let children know it is okay to be confused and ask questions.

Urge kids to BE ACCURATE, to check to see if something is true by researching the facts.

Encourage children to BE RELEVANT by discussing other topics that are pertinent to the discussion or problem at hand.  Help them stay on track by linking related and meaningful information to the question they are trying to answer or the topic they are learning about.

Support your child’s ability to BE LOGICAL.  Help her  see how things fit together.  Question how she came to her conclusions and whether her assumptions are correct.

Set expectations that your child BE FAIR.  Promote empathy in his thinking processes.  Make sure he considers others when drawing conclusions.

By the foundation for Critical Thinking.
https://www.youtube.com/watch?time_continue=1&v=GP29vOogWvw

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Here are some tips and ideas to help children build a foundation for critical thinking:

Provide opportunities for play

Pause and wait

Don't intervene immediately

Ask open-ended questions

Help children develop hypotheses

Encourage critical thinking in new and different ways

(By Ellen Galinsky)