ASSIGMENT 9: PHOTOVOICE, ACTION RESEARCH

Photovoice is a group analysis method combining photography with  social action, and is commonly used in the fields of community development, public health, and education. Participants are asked to represent their communities or express their points of view by photographing scenes that highlight research themes. Common research themes may include community concerns, community assets, or health barriers and facilitators. These photographs are collaboratively interpreted, and narratives can be developed that explain how the photos highlight a particular research theme. These narratives are used to better understand the community and help plan health or social programs that address community needs. 

 

The topic I have chosen is bullying, overall cyberbullying and this is my example:

 

ASSIGMENT 8 : PENNYCOOK

Alastair Pennycook mantains that “English is an unfair language” because:

-It acts as a gatekeeper for education, jobs and social mobility, favouring a monolingual élite, both in the Centre and in the Periphery.

-It makes certain domains inaccessible to many people.

– It is causing many minority languages to disappear and prevents many people from identifying with their mother tongue.

– It hinders literacy in the mother tongue for speakers of minority languages.

– It is not receptive to the needs of many people.

– It privileges the figure of NS in the ELT profession, together with many other fallacies.

– The prevailing, barely communicative, pedagogical orientation of EFL education in Spain tended to silence & marginalize learners (even though those coming from advantaged socioeconomic backgrounds).

 If we only take into account these statements, we will finally arrive to the conclusion that English is an unfair language, a communication barrier which is also eradicating other languages.  I do not say that these statements are false, however, sometimes we should analyse the advantages and drawbacks of something, and then, to make decisions and arrive to solutions.

 In this case, I think that if we analyse the pros of this fact, we finally agree that English is more a helpful tool than a barrier or obstacle. What would happen if we could not communicate with people from other countries? Thanks to this language, we have a common instrument of communication and international relationships. Therefore, we can develop any kind of communication, social but also economical, political and cultural levels. So it is clear that we need a common language to communicate and maybe, the question is more like: why English? To answer this question I also think there are lots of reasons:

- Historical reasons: because of the legacy of British and American imperialism, institutions of many countries carry out their proceedings in English.

-Internal political reasons: because English has a role in providing a neutral means of communication between its different ethnic groups

- External economic reasons: The USA’s dominant economic position acts as a attraction for international business and commerce.

- Intellectual reasons: English is the main language of the scientific, technological and academic information of the world.

- Leisure reasons: English is the main language of the popular music, videogames, technology, etc.

- Practical reasons: English is a simple and easy language that facilitates its learning.

 My conclusion is that the creation of a global language has numerous disadvantages, but we have to recognize its advantages as well (mutual intelligibility, great career opportunities and reduced administrative costs, etc..). We are in need of an international language for communication, politics, trade and security, but at the same time we are worried about language death, the advantages native speakers will have and all the disadvantages non-native speakers will face. But my opinion is that if we have to choose an international language, English is the best option. It is a strong, well developed language with millions of speakers. On the other side, even though a global language could be considered necessary, different languages are of fundamental importance  for their culture and for the development of their native speakers. Languages make the world more interesting and more alive.

 

 

LESSON 10

Una experiencia de Educación Inclusiva: "El proyecto Roma"

 

El proyecto Roma es una experiencia educativa, innovadora como lo serán todas las que se inicien en esta línea, porque la Educación Inclusiva es un reto para todos hoy por hoy. Surge como podréis comprobar de la inquietud e inconformismo de unos profesionales que querían dar una respuesta real a las necesidades de su alumnado y que no encontraron la manera desde la Escuela Integradora.

ORIGEN

"El Proyecto Roma nace como una actividad de grupo. Un grupo humano formado por familias, por mediadores y profesionales de diferentes niveles preocupados por el incumplimiento en la escuela pública de los principios de la cultura de la diversidad .

OBJETIVOS

·         La defensa de la humanización, la democracia y la emancipación.

·         Aportar ideas y pensamientos que ayuden a la construcción de una nueva cultura escolar. Actuar para transformar los contextos.

·         Generar un cambio cultural que respete a las personas en su diversidad y los valores como sujetos de valor y derecho.

·         Busca el reconocimiento de la diversidad del alumnado como valor.

 

SUS CARACTERÍSTICAS FRENTE A LA ESCUELA TRADICIONAL

·         Diseñada para cada alumno y centrada en él, frente a la dirigida a un alumno medio-tipo imaginario y no representativo.

·         Transmisora de contenidos contextualizados y significativos. Frente a la escuela centrada en el contenido científico puro.

·         Creadora de un clima cálido y acogedor en las aulas y demás espacios del centro., frente al clima científico y disciplinado.

·         Generadora de procesos cooperativos y solidarios que surgen de los trabajos en equipo, los grupos de clase, frente a los trabajos individuales y la transmisión académica basada en la relación profesor-alumno.

·         Ofrece respuestas diferenciadas y ajustadas a cada alumno, frente al modelo homogéneo que no se para en las diferencias socioeconómicas, geográficas, culturales, etc. de sus educandos y familias.

·         Es una fuente de apoyos y recursos, desde una concepción psicopedagógica, que atiende a cada alumno como diverso, frente a la concepción terapéutica que, compensa diferencias y handicaps.

·         Incorpora a la comunidad escolar, la familia, el entorno social o la Universidad.. frente a aquella que entiende que los agentes implicados en la educación son aquellos que constituyen el Equipo Docente.

·         La metodología es democrática, frente al modelo directivo y autoritario.

 

ESTRATEGIAS

·  Ayudarse unos a otros.

·  Conocer las características positivas del otro.

·  Desarrollar proyectos de investigación.

 

 

METODOLOGÍA

·  Trabajo en grupo. Dialéctica acción-reflexión.

·  Desarrollar Proyectos de investigación.

 

 

MODELO DE ORGANIZACIÓN

CONTEXTO AULA

El aula se convierte en una situación de estimulación, estableciendo para ello cuatro áreas de desarrollo humano

A) Zona de pensar

Concebida para el desarrollo de procesos cognitivos y metacognitivos. (Ver glosario)

B) Zona de comunicar

Espacio en el que se expresan musical, artística, plástica, verbal, gestual o lógico-matemáticamente los alumnos.

C) Zona de relaciones

En ella se dan las manifestaciones afectivas y se pone en juego el mundo de valores de cada uno. Se comparten aspectos emocionales y relacionales. Se consensuan y aplican normas.

D) Zona de movimiento

En ella se desarrolla la autonomía física, personal, social y moral. Se pone en juego la autogestión o la autodirección.

 

 

ASSIGMENTS 6 & 7: MOTIVATIONAL STRATEGIES AND MOTIVATION GRAPH

 

MOTOVACIONAL GRAPH

 

In order to increase  our students’ motivation, improve learning and raise attainment, we have to take into account a lot of factors and aspect. But of of the most important that we have to analize is their motivation.

The British educator Mike Hughes talks about The BEM principle:

“People remember more from the beginning of a learning experience (when curiosity, anticipation and concentration are greatest) than they do from the middle. This is known as the primacy effect. People also remember more from the end of a learning experience than they do from the middle. This is referred to as the recency effect.

In short, what Michael Hughes says is that people are more motivated from the beginning and end of the lesson than they do from the middle.”

 

 

 

MOTIVATIONAL STRATEGIES

In order to improve the motivation in students, there are many strategies that we can put into practice in the classroom and also that students can do to feel motivated. Some of them, maybe can work with some people but not with other. Here, you can see the list of motivational strategies and the more or less importance that I gave to them.

 

I would like to highlight seven motivational strategies that all the people should do in their life, not only for education.

 

1.       Set goals. Be sure they are realistic and achievable. Make them small to start.

2.       Establish rewards for progress toward your goals.

3.       Expect set-backs and when they happen, re-direct and renew your energy toward your goals. Don’t give up.

4.       Use the power of positive thinking and believe in yourself. Overcome discouragement.

5.       Tell others what you are trying to accomplish and seek support from loved ones.

6.       Learn to say no to options and distractions that deter you from your goal. Obstacles are what you see when you take your eyes off the goal.

7.       Establish routine and regular exercise; meditation, prayer or yoga, even if it is only 15 minutes a day to start. This will help you to cultivate discipline.

8.       Use positive imagery to help you achieve your goals. Imagine yourself as you will be and feel when your goal is achieved.

9.       Spend time reflecting or talking to others about what has stopped you from achieving your goals in the past.

10.    Post reminders and inspirational quotes in prominent places about what you want to achieve.

11.    Get professional help and support to overcome physical or mental roadblocks (depression and anxiety are just two examples) and to bolster your efforts, no matter how small they may seem.

12.    Practice extreme self care. Good health is essential to positive thinking and feeling, which will take you a long way toward achieving your goals.

LESSON 8 & 9: MOTIVATION

WHAT IS MOTIVATION?

MASLOW'S HIERARCHY OF NEEDS THEORY

Maslow's (1943, 1954) hierarchy of needs is a motivational theory in psychology comprising a five levels of human needs. Maslow wanted to understand what motivates people. He believed that people possess a set of motivation systems unrelated to rewards or unconscious desires.

Maslow stated that people are motivated to achieve certain needs, and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behaviour. Once that level is fulfilled the next level up is what motivates us, and so on.

This five stage model can be divided into deficiency needs and growth needs. The first four levels are often referred to as deficiency needs  and the top level is known as growth or being needs. The deficiency needs are said to motivate people when they are unmet. Also, the need to fulfil such needs will become stronger the longer the duration they are denied. For example, the longer a person goes without food the more hungry they will become.

WHAT MOTIVATES LEARNERS?

HOW TO CREATE DESIRE?

• Ask or post a riddle.
  
  


• Trivia questions through e-mails the night before will have students engaged.
  
  


• Pictures of people, places or things with engaging quotes or questions.
  
  


• Music or even movement.
  
  


• What-if questions.
  
  


• Who-said-it questions.
  
  


• Excerpts from videos.
  
  


• Picture books, except from great stories or author quotes.
  
  

HOW THEY CAN PAY ATTENTION?

 

• Moving around the room frequently.
• When reading or asking questions , randomly select someone.
• Let them be the teacher.When you know you have had the attention of a pupil, allow him to come or explain and be the teacher.
• Give the students a break in the middle of a long lesson (brain breaks). We can obtain their attention longer because they know they will be able to be silly for about 2 or 3 minutes.
• Don’t be afraid to be a little “theatrical” in presenting a lesson. Laugh, be silly. Let them see you are having fun (it’s OK to have fun in the classroom).

 

ACTIVE ROLE IN THE LEARNING

• Allow them to engage in group discussion.
• Create individual or partner projects for students to enhance their learning.
• Role playing.
• Short writing assignments.
• Drawing or creative presentations.
• Use of internet and other technologies.

 

ASSIGMENTS 4, 4.1 AND 5

 

These tests are a good way to know what kind of learner or teacher we are. We can reflect about the kind of student that we are and the way that we learn, because sometimes this is not clear. So, through these tests we can know easily, and also we can adapt activities to improve the learning process of students.

 

 



4. MULTIPLE INTELLIGENCE SELF-ASSESMENT

In this case, you can observe that the musical, kinesthetic and intrapersonal intelligences are the ones that I develop more and the ones I have more facility with. So, we can take advantage of this and prepare activities which cover these aspects and not focus only in exercises based on linguistic and logical intelligences.

 

4.1 FIND YOUR STRENGTHS

This form can help you determine which intelligences are strongest for you. If you're a teacher or tutor, you can also use it to find out which intelligences your learner uses most often.  In this case, you can see that this is related to the intelligences mentioned above.

4.2 LEARNING STYLES QUESTIONNAIRE

And finally, with this test you can know what is your learning style: if you are flexible or active, visual or verbal... This information is very useful to know about students and the way they learn. And also, to know our style when we are teaching.

LESSON 6&7

MULTIPLE INTELLIGENCES

THEORY

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences:

• Linguistic intelligence ("word smart")
• Logical-mathematical intelligence ("number/reasoning smart")
• Spatial intelligence ("picture smart")
• Bodily-Kinesthetic intelligence ("body smart")
• Musical intelligence ("music smart")
• Interpersonal intelligence ("people smart")
• Intrapersonal intelligence ("self smart")
• Naturalist intelligence ("nature smart")

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more ).
 

The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.
 

How to Teach or Learn Anything 8 Different Ways

One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.with

• words (linguistic intelligence)
• numbers or logic (logical-mathematical intelligence)
• pictures (spatial intelligence)
• music (musical intelligence)
• self-reflection (intrapersonal intelligence)
• a physical experience (bodily-kinesthetic intelligence)
• a social experience (interpersonal intelligence), and/or
• an experience in the natural world. (naturalist intelligence)

You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.).
 

 

GAME: THE PERFECT TEACHER (A TREASURE HUNT)

In this game, we had to find the perfec teacher. A teacher who has all the intelligences and who can demonstrate her/his abilities.

Find someone who can:

1.Hum some of Beethoven’s Fifth Symphony (Music Smart).

2. Do a simple dance step (Body Smart)

3.Recite four lines from a poem (Word Smart)

4.Explain why the sky is blue (Logic Smart)

5.Briefly share a recent dream (Self Smart)

6.Draw a picture of a horse (Picture Smart)

7.Honestly say she/he is relaxed and comfortable relating to other people during this exercise (People Smart)

8.Name 3 different types of birds (or trees) that are found in the immediate area (Nature Smart)