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My name is Marina Gutiérrez and I am a Spanish Primary Education teacher with a specialization in English teaching. Last year, I finished my degree at a public university in Spain and this scholar year, I am participating in a scholarship created by the Spanish government together with the German one that allows me to teach Spanish and English in a German school. Even though my experience is not as wide as some of my classmates, I have been always close to the job as my mother is a teacher. Furthermore, I have participated in many internship periods that have allowed me to see the lights and shadows of the Spanish educational system.

My philosophy of teaching could be summarized as always trying to get the best out of my students. I believe that education should be understood as a holistic process, which combines acquiring new knowledge, strategies, skills, etc. with an emotional and social aspect that is inherent to our species. Every experience that makes a scar on us is always a consequence of emotion, whether it entails happiness, sadness, or anger. Therefore, I would like to provide my students not only with engaging lessons where they could learn as many things as they would consider to, but also a refuge, where they can share their feelings, learn how to manage them, and eventually become the greatest version of themselves.

Even though I have spent many years studying and learning, I sometimes struggle with defining my learning style. When I was younger, I used to memorize everything and write it twice or even thrice, just to make sure everything was already settled. However, as I am turning older and my teaching knowledge is wider, I sometimes wonder whether I should change my learning style. Therefore, if I am being honest, I wouldn't know how to define my learning style because it is still a work in progress.

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My contribution to Laura's post in the forum

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My contribution to Laura's post in the forum

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My contribution to Manuel's post in the forum

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My contribution to Manuel's post in the forum

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Podcast - Our opinion about the difficulty or ease of implementing a concept-based curriculum in a given context

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Podcast - Our opinion about the difficulty or ease of implementing a concept-based curriculum in a given context

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Reflection – Unit 2_Marina Gutiérrez Riera

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Rubric for Inquiry Based Teacher - Marina Gutiérrez Riera

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Authentic inquiry - My forum contribution

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Authentic inquiry - My forum contribution

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What role does questioning have in discussion and inquiry?

Once we understand that inquiring is a learning strategy, it makes sense to state that questioning is one of the techniques we follow to create our knowledge. Through using questions, we are able to gain new knowledge or establish comparisons, among other things, that will ultimately help us to deeper our knowledge about a topic. For instance, Wilfrid Gordon continuously asks his parents about the lady she liked to spend time with, as he wants to further extend his knowledge about her.

What expressions indicate that students are thinking?

Something that characterizes our species and is greatly involved in knowing when students are thinking is non-verbal language. When we think, as we could see in the baby's inquiry, we sometimes put our hands next to or on top of our heads, make a facial gesture that implies concentration, and other kinds of gestures that highlights that we are thinking in that very moment. Also, following the baby's inquiry, we can tell from his gestures that he is pointing out watch pictures, which implies that he wants to know more about them and thus, he is thinking.

Moreover, we tend to say expressions that indicate that we are thinking. Sounds such as "hmmm" or expressions like "really?" are useful indicators of a process of thought, as we could see throughout the dialogues exposed in Linford-Wells' example.

Are these expressions valid in other disciplines?

As I have said before, inquiring is a learning strategy. Therefore, it is valid across any other discipline. However, it is true that there are some disciplines that are predisposed to this type of question such as physics or chemistry, in which we usually make hypotheses to test phenomena and ratify our knowledge. Nevertheless, we should encourage our students to pose questions and inquires as often as they possible can, as it is extremely helpful for them to organize and gain more knowledge.

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My contribution to Eva's post in the forum 

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My contribution to Eva's post in the forum 

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Questionnaire on Classroom Questions - Marina Gutiérrez Riera 

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Collaboration and cooperation were something that I thought was quite similar, as many of my classmates have agreed with me. Nevertheless, by the end of my degree, when I had to write my final degree thesis, I found out that cooperative learning and collaborative learning were two different methodologies so as to I was already struck by this knowledge a long time ago.

I strongly agree about the fact that there is a difference between both, but I also believe it is quite hard to describe it or to notice it if you didn't know that there was actually a difference. Cooperative learning involves working in groups or teams, but with clear and defined roles. Everyone has the common goal of achieving learning, but not everyone has the same task or responsibility. However, when we talk about collaborative learning, as in the cooperative, we do have teams and groups, but the learning happens through talking and sharing experiences, without any roles.

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My contribution to Noemi's post in the forum 

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My contribution to Noemi's post in the forum 

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Collaborative Teamwork Rubric - Marina Gutiérrez Riera 

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Reflection – Unit 5_Marina Gutiérrez Riera

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Self Assessment Differentiation - Marina Gutiérrez Riera