Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E

ducational Institutions"
CLASS SCHEDULE
FINAL COURSE ACTIVITY 1 Title: "Geomoción" Level: 2nd Cycle - Elementary Ed
"Life is a puzzle where every living being coupled with his community, as one pi
ece to another piece, like when we play. Because living is playing, and playing
is also learning to think. "Blanca De Claw Martin (Granada, April 2008)
1. OBJECTIVES: A) Develop intelligence emocional1: - Ability to perceive emotion
s accurately (ie, ability perception). Ability to apply emotions to facilitate t
hinking and reasoning. Ability to understand own emotions and those of others (e
mpathy). Ability to control one's emotions.
B) Develop intelligence razocinio: - properly use technological means both findi
ng and treatment and representation of different information about the symmetrie
s. Using elementary techniques of data collection for information on events and
situations in its environment represent graphically and numerically and form an
opinion on it. Appreciating the role of symmetries in the environment and enjoy
its use. Browse environment tessellations. Develop creativity. "Identifying, rai
sing and addressing questions and problems from everyday experience, using vario
us sources of information and knowledge and material resources available and the
cooperation of others to solve them creatively." Communicate through verbal mea
ns of expression, visual, art, music and math, developing aesthetic sensitivity,
creativity and ability to enjoy and artistic works. Develop numerical and spati
al intelligence.
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These skills all can be learned with time and practice.
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
2. CURRICULAR CONTENT SELECT:
GENERAL: metric transformations: translations and symmetries. Interest in the de
velopment and careful presentation of geometric constructions. Taste for sharing
resolution processes and outcomes. Active cooperation and responsible teamwork.
Confidence in own abilities and persistence to the geometric constructions and
use of objects and spatial relationships.
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SPECIFIC: Conceptual: - Axis of symmetry: symmetry axis figures and pairs of sym
metrical (axis internal / external). - Figures reversed (difficulty). Process: -
Identify figures with or without symmetry. - Location and layout of the axes of
symmetry in simple flat shapes. - Using different techniques and strategies for
the construction of figures with the axis of symmetry (mirrors, trim). Attitudi
nal: - Sensitivity and taste for the preparation by careful presentation and bea
uty of symmetrical configurations. - Taste for identifying spatial relationships
within and among geometric figures. - Assessment of the construction and drawin
g as a tool for research and learning.
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
3. SEQUENCING OF CONTENTS: Number MEETING - DAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 01/04/09 02/04/09 03 / 04/09 04
/04/09 05/04/09 06/04/09 07/04/09 08/04/09 09/04/09 10/04/09 11/04/09 12/04/09 1
3 / 04/09 14/04/09 15/04/09 16/04/09 17/04/09 18/04/09 19/04/09 20/04/09 21/04/0
9 22/04/09 23 / 04/09 24/04/09 25/04/09 26/04/09 27/04/09 28/04/09 29/04/09 30/0
4/09 ACTIVITY
The game mirror the human valance complete our half Films c / s symmetrical grid
letters and numbers Tablecloths Notes axes and borders Life is a self-created p
uzzle Eureka Deco-class paper Simetricia film forum "The Stone" "My Best Friend
"Reading:" Juul "Activity:" If I were Juul "Building lit.:" You complete me "Sch
ool violence (questionnaires / pooling) Juul Tale Reading Drawings" body figure
"Visit to the theater: (work related) My heart of clay Previous:
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We know the figures representing the alhambra. We played with them. is an expert
Sample itinerary
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- Tales of the Alhambra - Legends of the Alhambra ALHAMBRA DURING FOTODIALOGOS:
Field Book completed after the field notebook web Aula Then we deepen Fotodiálog
os Photos and Pictures and exterior mirrors and friends Photos Textbook Textbook
Textbook Textbook We deepened textbook to the library in class discussion: What
have we learned? The teacher leads the field notebooks and work to view in deta
il
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
4. IMPLEMENTATION OF ACTIVITIES
ACTIVITIES: PRESENTATION AND CLASSIFICATION
GROUP 1: "Movement in Space" 1.1. The mirror game: 1.2. The human valance: 1.3.
Complete our half: GROUP 2: "pencil and paper" 2.4. Prints grid and geometry: 2.
5. Symmetrical letters and numbers: 2.6. Notes axes: GROUP 3: "Cut" 3.7. Tablecl
oths and borders: 3.8. Life is a puzzle: Through this activity is so fun, we mee
t Escher and their creations. 3.9. Deco-class: decorate the classroom with the a
rtistic creations made in the previous activities. GROUP 4: "My world of lies" 4
.10. Eureka: collective reading and reflection. collective reading of a fictiona
l story where you draw the world's evolution from nothing to what is now known b
y the world. GROUP 5: "Simetricia" 5.11. Just a snack: 5.12. A football field at
ypical GROUP 6th: "Cine-forum" 6.13. "The Stone": We see snippets of "Spring, su
mmer, autumn, winter and spring ...." GROUP 7: "My best friend" 7.14.Lectura of
"Juul" 7.15.Cuestionarios "school violence" imaginary friend 7.16.El: GROUP 7: "
besieged the Alhambra" 8.17.Antes: 8.18.Durante: 8.19.Después: GROUP 9th: "Visua
l Expression" 9.20. Fotodiálogos: This is a dialogue with images. The teacher be
gins the dialogue with a photographic image to which students must respond with
the express intention to communicate through photographs of their reality, ie wh
at you see. There will be a custom dialog with each student. 9.21. We are transp
arent: Every child will have at its disposal a range of colors laminated sheets
to be hung in any part of your outfit to convey their emotional state. 9.22. My
heart of clay: clay materialize a feeling and gave it to someone special, thanki
ng his life and embraced. GROUP 10 th: "Aula-web" game 10.23.El couples: 10.24.E
l enigma: "our dark side" 10.25.El far side of the moon. EXTENSION HOME DEVELOPM
ENT
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
5.
METHODOLOGICAL DEVELOPMENT
Geomoción part of a progressive perspective of Education to equip teachers with
a proposal of activities open to change to take place in the elementary classroo
m with the intention to develop emotional skills through learning of curriculum
content pertaining to geometry. This proposal is designed to be carried out in a
space where students are free to move at will (but subject to the rules previou
sly agreed in the didactic contract). Children must feel that your body belongs
to them, as they own their thoughts, feelings and emotions, and have the right a
nd obligation to be responsible and consequences of their actions, whether good
or bad, thanks to the good come from the teacher. On the other hand, children ha
ve to learn by playing, drawing, speaking and most importantly, they must learn
to love and feel loved and accepted for who they are. Children must learn to hol
d the key to his own happiness and the happiness of others, and must know the ri
ght way to use it because they live in community, in contact with many people wh
o, like them, feel. They must learn to be critical of those around them to choos
e and always defend what they consider better and to be responsible for their ow
n choices, to the long road to maturity and are therefore, must reflect an early
age. Education, seen through the eyes of geomoción not limited to the ridiculou
s space of an ordinary class in a school, nor means learning without the full pa
rticipation of all people that are important for children, so all they want (gra
ndparents, parents, siblings, neighbors ...) are invited to participate as well,
as long as the intentions are good. And is that emotions are to the fore in the
lives of all students and professionals concerned and care about and the good e
ducation.€What is recommended for any teacher would find a proper method of teac
hing, with the intention to innovate in the performance of their duties. That is
why this proposal is not intended to classify the method of teaching in a parti
cular model, although approximate. An individualized education for every child:
Anxiety and stress is more or less acute depending on the type of character that
encloses the child. Stress is not caused by the activities, but by the type of
activities the child to practice. The important thing is the quality of such pra
ctices, how they help, if they are encouraged or imposed. Although there are spe
cific rules to be considered in each case, there
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
a pattern common to any personality. The practice of activities and exercises th
at the child does should never be accompanied by a competitive burden. Competiti
veness is one of the most alarming stressors.
The teacher should recommend to each case the type of activity that serves to en
hance those features less defined.
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Nervous: the child with a high component of nervous, even bordering on hyperacti
vity, it is advisable to physical exercise. Amongst them judo and swimming, seda
tive and relaxing sport. The nervous child should not play sports that undergo e
xcessive rules, since they generate a lot more stress. Channels should be sought
peace and never competitive. Shy: shyness is one of the ghosts that haunt child
ren. For them, psychologists and educators recommend the theater, especially if
the child is disguised or imitates another character. Try to find that such peop
le stand out. Should be applauded and, ultimately, give them importance. Aggress
ive: aggression is one of the factors that most frightens teachers each day as i
t increases the number of cases of aggression within the institution itself, and
increasingly early ages. The aggressive child should be encouraged in a positiv
e, take charge of their action. In short, try removing the label "aggressive per
son."
TEACHING PRINCIPLES - Ensuring the construction of meaningful learning. - Contex
tualising teaching and learning processes.
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Enabling the student makes significant learning independently. To facilitate the
globalization of learning. Develop group and individual strategies, promoting s
elf-employment and confidence, to facilitate the participation of all people. De
velop a co-educational orientation. Develop educational work in an environment o
f tolerance and trust, that facilitate the participation of all people. Encourag
e the use of different materials. Working in coordination with parents. Develop
a formative evaluation work.
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
6.
1
DISTRIBUTION OF TIME AND SPACE
04/01/2009 ACTIVITY game mirror the human valance complete our half Blades c / s
grid Letters / Numbers Notes symmetrical axes and borders Tablecloths Life is a
self-created puzzle FREE Eureka Deco-class paper 1.2 Simetricia GAMES Cine-foru
m "The Stone" "My best friend" Reading: "Juul" Activity: "If I were Juul" Buildi
ng lit.: "You complete me" School violence (questionnaires / pooling) Reading st
ories Juul Designs "figure human body "Visit to the theater: (work related) My h
eart of mud Previous: TIME 10 mins. 7 mins. 3 mins. 20 mins 15 mins. 6 mins 30 m
ins 20 mins 16 mins rest 30 mins 30 mins 1 hour 30 mins 30 mins 10 mins 10 mins
15 mins 30 mins REST REST REST 1 DAY 30 mins 3 hours PLACE Fitness
N º MEETING - DAY
2
04/02/1909
class
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04/03/1909
class
May 4
04/05/1909 04/04/1909
TV Room Patio class
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04/06/1909
Class or outside
7 August 9, 1910
07/04/09 08/04/09 09/04/09 10/04/09
Class or Class multi-purpose room or multi-purpose room THEATRE (TBC) patio tabl
es, outdoor
11 11/04/09 12 12/04/09
We know the figures representing the alhambra. We played with them. We painted t
he heart shows the route Legends of the Alhambra
1 hours
Class or outside
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1 hour 30 mins 1 hour 1 day REST
Biblio Class Class Class Exterior Exterior ALHAMBRA (tbc)
13 14 15
14/04/1909 04/13/2009 15/04/1909
We read in library FOTODIALOGOS collect the heart during ALHAMBRA: Field Book
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theories and
Institutions of Education" After we completed the 16 16.04.2009 1 hours Class€A
fter field notebook exterior 17 04/17/2009 1 hours we deepen web Aula 2 hours 18
18/04/2009 19 19/04/1909 HALL PC Fotodialogos Pictures and mirrors 1 hours 1 ho
urs 20 04.20.2009 Photos and GYM 1 hours 21 21/04/1909 outdoor patio, exterior a
nd friends Photos 04/22/2009 1 hours 22 Patio, exterior Textbook Class 23 23/04/
2009 1 hours or library Textbook 24 24/04/1909 1 Class hours or library Textbook
Class 25 25/04/2009 1 hours or library Textbook Class 26 04/26/2009 1 hours or
library Textbook Class 27 04/27/1909 1 hours or library deepened 28 28 / 9.4 Cla
ss 1 hours or library Come to the library 29/04/1909 1 hours 29 Class Debate in
class or library, what have we learned? The teacher leads the class field notebo
oks and 30 30/04/1909 1 hours to view Exterior work carefully and calmly assess.
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PROFESSIONALS INVOLVED
Teachers cycle. Guest artist (professional dedicated to digital photography and
/ or artistic): not determined yet. Psychologist or school. Psychologist / or sc
hool. Itinerary and visits: • Itinerary "Alhambra" guidebook. • Visit the theate
r: Actors.
8.
EVALUATION:
Evaluation criteria will be assessed students' ability to: - Ability to identify
symmetries in the context of everyday. - Interest in the development of activit
ies. - Active participation in group activities. - Implementation and careful pr
esentation of the activities. - Contribution of ideas and suggestions. - Respect
for the assistance and opinions of peers. - Ability to work collaboratively. Ev
aluation Tools: The tools to be used in this didactic unit to evaluate the learn
ing process of the students are suited to the evaluation criteria and the object
ives and content of this unit, the following: - The systematic observation (in t
he road records): o The student's personal attitudes / a.
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
or
SURNAMES, NAME: Days absent ACTIVITIES
His way of organizing work.
STATEMENT OF STUDENT / A
Presentation
PHOTO
Attitude
Resolution
COMMENTS
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o The strategies used. or How to solve the difficulties found, and so on. The re
view and analysis of the work of the students is another tool that allows us to
check the materials that have been "producing" the students throughout the devel
opment of the unit. Should be checked and corrected continuously class notebook,
be reviewed and corrected the work individual or research team to present the s
tudents and submit the findings of their work in the computer room, will be anal
yzed their oral statements in the pooled and their actions for the resolution of
exercises on the blackboard, etc.. The interview with the student, either indiv
idually, either in small groups are a useful tool, especially in this type of un
it, in which in practical work.
Finally, it is important at the end of each teaching unit, a reflection on what
they learned and how they have learned and also taught about what has been taugh
t and how, that is, an exercise in self-and co-evaluation to help improve on the
one hand, the learning process of student and the class group and, secondly, th
e teaching practice.
EVALUATION OF CONTENTS
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Tele COURSES (ANPE ANDALUCIA) of a white Martín 3 º D "Contemporary Theory and E
ducational Institutions"
CONC. TOOLS PROC. ACT. Sample Endorsement FE * Activity Sheets
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Ability to identify symmetries in the context of everyday. Interest in the devel
opment of activities. Active participation in group activities. Implementation a
nd careful presentation of the activities. Contribution of ideas and suggestions
. Respect to interventions and opinions of peers. Ability to work collaborativel
y.
CRITERIA
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