Etiqueta: Primary Education

Proyectos – los buenos por qué de mi desaparición

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Hará mañana un mes que no publico absolutamente nada en el web-blog, y es que he estado muy ocupado.

Para empezar me he graduado, ya soy maestro de inglés, cosa que agradezco mucho. Han sido cuatro años muy largos y muy duros – pero ahí estoy, un maestro más sin poder ejercer.

Sin embargo, aunque el mundo de la escolarización no parezca aparecer en mucho tiempo en mi vida (ni yo atendiendo ni ejerciendo como docente), no significa que no pueda seguir utilizando mi profesión como medio educativo además de entretenimiento… Y es que ahora mismo estoy desaparecido por haberme embarcado en cuatro proyectos bien diferentes:

  • El spot cinematográfico: desde hace un mes que ando liado colaborando con la ONG STOP Accidentes en un nuevo spot de prevención de fatalidades en las carreteras. Mi objetivo es tratar de causar el mayor impacto posible en un tipo de anuncio hacia los que, desgraciadamente, la sociedad siente ya empatía cero. ¿Cómo podrán los chicos de VisionFES y STOP Accidentes cambiar este hecho? Ya lo veréis – y en cines -, pues estamos bastante convencidos de que podemos influir un pequeño gran cambio en la sociedad con este proyecto.
  • El guión de espectáculo radiofónico: me enorgullece anunciar que a partir de ahora formo parte del equipo de guionistas bajo las órdenes de Nacho López Echeverría, Cheve: canta-autor, actor de doblaje y creador del programa radiofónico en vivo La última emisora, que lo petará en Madrid. Me uno al mismo Cheve y a otros grandes guionistas en la composición de los nuevos programas – podéis engancharos y escuchar el Piloto aquí.
  • La novela gráfica: dando vueltas de mi cabeza a un cajón, de un cajón a un dossier como proyecto de cortometraje, y de proyecto audiovisual a novela gráfica por fin estoy en la labor de dar vida a mi primera novela gráfica de fantasía C A V I T Y – el primero de tres ensayos sobre la vida desde tres puntos de vista muy, muy diferentes. Para poder hacer tangible a esta idea uno fuerzas con el fantástico ilustrados Oriol Tuca, cuyo trazo digno del Moon Knight de Sienkiewicz podría dar vida fácilmente a cualquier cuento parido por Neil Gaiman… He aquí su blog – ¡espero estar a la altura!
  • El cuento educativo: finalmente, uno fuerzas con el maestro e ilustrador infantil Jere Oner para la elaboración de una serie de cuentos infantiles educativos con la intención de integrar la lengua extranjera (inglés) con el entretenimiento infantil. Podéis visitar su blog aquí, y pronto tendréis más noticias.

Todos estos proyectos, o la mayoría al menos, bajo la firma Vision Factory – mi empresa de medios y entretenimiento multi-plataforma. Dentro de la misma sigo colaborando en todo aquello que se necesite de mí, desde echar una mano construyendo un Iron Man 1/1 a participar como actor en algún que otro metraje.

Aunque este verano estaré algo out, escribiendo y buscando cómo encauzar bien todos estos proyectos, seguiré con las reseñas de todo aquello que necesite reseñarse. Espero poder trabajar una reflexión acerca de Inside Out y de MARVEL’S Ant-Man las próximas semanas, y de empezar una nueva sección con reseñas vintage titulada ENCARECIDAMENTE, donde encarecidamente recomiende pelis y series que me gustan.

Así que ya sabéis, no os abandono: os quiero más que nunca y sigo trabajando para educar, inspirar y entretener.

Sergi

On Dialogic teaching – CLIL through oral communication

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During my last Practicum as an English teacher on a Catalan Primary School, I’ve been teaching Science through CLIL. When my tutor proposed me to teach a subject using a foreign language (L2) instead of just teaching English – you now, grammar and vocabulary – I happily agreed.

Now, I’ve been studying subjects in L2 since I was in Year 5. In fact, Science was the first subject I learned through English, so teaching it to a new generation was something I thought I would be fun to do. There was a slightly little difference though – when I was little, Science was taught through text books in English as if they were translated from Catalan, so there was no language adaptation to L2 learners as we were and we had to work it out as we could… and the school where I’ve been teaching do not use any kind of book.

“This should not be a problem”, I said to myself. “We’ve been taught in class that CLIL should be based upon dialogue, and it is in first place through dialogue how you can identify the needs and aims of the class group”. So true.

I was terrified when I started teaching there – I watched my tutor teach English to the group I was supposed to teach on Vertebrates later on, and his level was quite lower than expected. The idea that I couldn’t adapt my speech to them or the fact that some of them wouldn’t be able to follow the class was horrifying. What could I do? Then I realized: let’s ask them.

After talking to several of my new pupils, I was clear on something: visual support was the key to understanding. Not just for them – the use of colorful presentations, remarked contents, videos, gestures… But for the teacher, for if you pay attention at their eyes you’ll be able to know if they understand before using your main weapon: ask them if they understand. If they don’t, let them explain between them.

Creating a dialogue between the class group – or several dialogues in small groups – you’ll be reinforcing trust and empathy between classmates, and therefore creating bonds that, sooner or later, will become a small community of people. Then I realized that I shouldn’t be teaching, but sharing my knowledge and experiences during several sessions, aiding myself with videos and presentations, and always asking for their knowledge and opinion.

That’s what CLIL is really all about, not learning using another language but learning through another language. Speaking, asking and sharing.

Sergi

On CLIL: A Sociocultural Perspective

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I’ve been researching on CLIL for the lasts few months in order to develop my Final Work on my Degree (How to properly CLIL), and now and then I’ve found several works from Josephine Moate. The one that we’re talking about today is part of a general research on a pedagogical model for CLIL. As my last post on MARILLE did, this one talks about social and multicultural learning in school through languages, but it goes a little far away.

As some of you may know, CLIL stands for content and language integrated learning. This is learning new content through a Second Language (L2) as the same time as you learn this L2 too. This kind of teaching can be found in Catalan schools since late 1990’s, but it is now that there’s been appearing some improvement on the teaching-learning model.

As we implied when talking about MARILLE, knowing more than one language and working with them provides the students with both a wider range of contents and a wider view and understanding of cultures and societies. This happens when a L2 is used as both too and content in school since children start to attend Primary Education.

The article talks about many things that can be found in many works on CLIL. There are two concepts though that are quiet significant and it should be mandatory for everyone to reflect on them: Social talk and Exploratory talk (ET).

Social talk is the process of talking with partners, peers and co-workers in order to know each other and gain trust. It’s using the language for more than knowing and understanding cultures and societies, to know a person and learn to care about him/her. This concept applied to a group of people is the first step in “community building” – and communities are united and work as one in order to progress faster and more efficiently.

ET is the group or individual dialogical method of learning by exploring language and content. It means that knowledge shouldn’t be constructed from whatever possibilities and contexts a 00teachers brings to class, but by the own expectations of the student. Don’t tell them what amphibians are, just create the environment for them to ask you. Exploring content using the L2 allows the pupils to look for and learn the language more significantly.

These methods worked in group create a collaborative learning experience that lead to a better understanding of both content and language, and are just a couple of strategies that can be found in order to success when applying CLIL.

Sergi