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The first section here, why get organized?

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Now the first thing I'd like to ask, new centers have many challenges and guidelines based

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on which, hmm, this is not going full screen.

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This is, the version sometimes changes.

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The version did change.

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It's not good.

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Yeah.

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Okay, hmm, I'm not sure what we should do with this.

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Okay, right, good, well I will, yeah, it's just that one.

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Okay, right, good.

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Okay, the first point here, new centers have many challenges and guidelines based on experience

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helps, right?

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I'm not sure, how many of you have been teaching and doing SLIL for ages?

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Can you raise your hands, please?

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Ages.

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Ages for me is since 2006.

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Yes?

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Okay, right, good.

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How many of you are new at this?

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Raise your hands.

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New.

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I say this because we are in so many different phases at the moment, aren't we?

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I have been this year in Castilla-La Mancha, I've been in Murcia, I've been in Andalusia,

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and they're starting with their program of Lenguas Integrados, which is very exciting,

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but it's a whole different structure from what you have in the community of Madrid.

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So what I've done with this presentation is try and find a common point of what's good

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practice for organizing centers, things that I've experienced in my work and also that

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other teachers have shared with me, okay?

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So when I say new centers, maybe for some of you it might be boring, I'm sorry, I apologize

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beforehand, you say, oh I knew that, no problem, right?

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So that's good if you knew that, because you were probably one of the people that gave

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that idea to somebody else and was part of that networking which was so important in

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order to actually create good bilingual programs, right?

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Okay, so you know that experience helps and sharing that experience, that classroom practice

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sometimes is so absorbing that we don't focus on the supporting institutions underneath

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of day-to-day organization.

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Do you agree?

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Do you disagree?

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I think sometimes that happens when we begin to organize the school and we really don't

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optimize our resources in order to optimize the materials that we have, alright?

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Okay, so organization will give us a more efficient center and planning is going to

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provide scaffolding.

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What we're seeing with Pamela Wrigley, for instance, all of that is invisible, shall

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we say, structures that go underneath which is why I like so much the idea of scaffolding

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with the metaphor of building, I think it's perfect obviously, right?

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Okay, and foreseeing complicated situations, what you can't see underneath that is, right,

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that it says that that's conflict prevention.

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So one of the things we're looking for is conflict prevention between teachers and also

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between students.

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So foreseeing what is going to happen in the classroom and in the workplace with other

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teachers when we're working with them, alright?

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So, where are we going to start?

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Today's session is looking at one, the planning of use of spaces, two, sharing in the snap

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room, three, sorry, meeting with two E's, you can write that in space, right, and coordination

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tips, so that all went into one, okay, choosing the right materials, planning for personalized

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lessons that cater to the context and to diversity, alright?

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Now, before continuing on, I would like to say the following, I'm sorry, but the whole

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PowerPoint has kind of been changed and all that, I don't know, but there we go, we'll

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go through it anyhow, from what I can see, it's merged together.

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Before continuing on, I'd like to mention that this same session, we're going to expand

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this with the competency summer courses that are taking place, right, so we're looking

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at the same session, but with much more practical, hands-on ideas, so it will be expanded, okay?

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Okay, so, right, let's look at the first point here, right, which is the planning of space,

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okay?

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One of the things we want to do is map out the uses of space, and that means that we'll

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be able to do project work and art displays.

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Most of you that already have fill centers, you're doing those, or inside of the framework

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of the LOEI, I've seen a great transformation from four years ago to now, where all schools

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are actually creating project work and displaying them in the entrance of the center, which

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for me has been such a relief.

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Coming from the United States and having been accustomed to that as a child, schools here

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seem barren to me, when I first started working and having interaction with them, so that

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is lovely, of course.

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Working on outdoor projects like a fish pond and gardening, now I've seen some schools

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that do this, but other schools, they don't take advantage of the outside gardens they

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have, and that's good for working on science with your students, right, creating greenhouses,

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fish ponds, working with plants, and actually using those for hands-on projects.

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You have so much unutilized space outside of your schools.

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Think about this, alright, so write it down, if you think it's a nice idea, you can jot

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it down and then of course carry on, alright?

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So, having specific rooms for subjects when a lot of hands-on materials are needed, for

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instance science, art, computer rooms, and music, okay?

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Now, I say this from the standpoint of, when we look at little methodology, right, it says

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that we start from hands-on material, yes, no?

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Student interaction, da-da-da-da-da, okay?

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Right, well what happens if you're a teacher that you have to go from classroom to classroom

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to classroom to classroom to classroom, how do you take it with you?

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Are you a camel?

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You're not a camel.

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You either use a suitcase with wheels as a trolley, right?

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You're a camel, okay, right, we've got a camel back there.

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Yes, I've had people laugh at me because I enjoy using different materials, so I will

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have, right, yes Carolina knows this, right, because we've worked together, I will have

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a video bag on one shoulder and my books on another and I'm kind of, and I think at one

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point I was starting to have dislocated shoulders from carrying around so many materials, right?

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Teacher's shoulder, I call it, right?

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Exactly.

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So, what I have seen in the United States and other schools, what they do is they have

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science labs for the students to go to.

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Then you have everything prepared, you can share it with other teachers.

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Don't be afraid, those of you that are coordinators, of having children's change rooms, right?

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As one of the first victims of social constructivism in the United States in the 1970s, which I

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was, yes, you can imagine why I was, just this small, right?

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So, and your students were able to say, oh yes, I lived through the social constructivism

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change, right?

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They had us change our classrooms.

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I will repeat.

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In the United States in the 1970s, they started having children change their classrooms.

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Many times when children are in the same classroom, and this is especially for secondary, right,

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when they're in the same classroom, the whole time they become territorial.

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And they have pack-like behavior.

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Yes or no?

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It's true, right?

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So, the teacher is much more in control when they're the central figure and perhaps the

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children have to move back and forth.

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Now, this includes other logistical problems, like what do you do with the books?

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How do they carry them?

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Right?

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So, there's other things to contemplate.

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That's why they use lockers in the United States, okay?

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But the things to think about, because when a group is treated, and this of course is

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being dealt with in bilingualism effectively, and the community might do it by having bilingual

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sections, but when a group is treated as a homogeneous mass for four years or for six

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years, what happens to that group?

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Are they a homogeneous mass?

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They're not really.

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So, sometimes more diversification or changes or options are needed, and that's something

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that is contemplated.

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It's not for now to talk about this, obviously, because we get into a whole other kettle of

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fish, all right?

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But that is something.

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I think my intention here is I want us to break down our ideas about how we organize

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classes, space, and the resource of the children where they're actually located, all right?

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Okay.

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So, considering letting children change classes, the point that I just made, okay?

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Minimizing the amount of ... That's good.

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It's all a surprise here, isn't it?

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Okay.

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Right.

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There we go.

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We should have gone through this beforehand.

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I apologize.

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Right?

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Okay.

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So, by minimizing the amount of teacher changes from pavilion to pavilion, right?

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I have had the tremendous honor of working with teachers that they have let me see their

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class and spend a day with them.

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And by spending a day with them, I remember in one situation in particular, this teacher

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taught fifth-year science, went back to the pavilion to get materials, then went down,

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taught first-grade kindergarten, then went back to the pavilion, got more materials,

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so another pavilion changed, then went back to trade.

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He was teaching sixth-grade science, and then it was back down to teach a regular English

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course in third grade.

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It was madness.

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Right?

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That, for me, means that we're going towards teacher burnout when you're using people with

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those kind of organization in order to ... So, I think that needs consideration as well,

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all right?

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For those of you that are coordinating or in charge.

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It's much easier when a person has less changes and perhaps, well, that's another thing that

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will be spoken about in the course when we do in the compotense this summer, all right?

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Okay.

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So, use a suitcase with wheels, obviously.

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If you're not already, I'm sure already many of you are using a suitcase with wheels going

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back and forth, so you don't have to make many changes.

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You're raising your hand.

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Good.

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That's it.

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Okay.

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Okay.

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To transform materials.

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Okay?

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And also use a portable computer with speakers and a whiteboard.

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Now, I love smartboards.

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They're wonderful because all of the applications that they have in the software, they're fantastic,

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but if you haven't got one in your classroom, there are also portable ones that you can

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put on the corner of the blackboard in order to project them up, and those work quite well

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even on the blackboard, right?

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Okay?

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Okay.

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So, those are some possibilities.

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Okay.

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Planning use of space.

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Here, managing classrooms to create environments.

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How do we do that?

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Okay?

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Well, my question is, why do we only apply the corners theory to infant level?

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Yes?

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No?

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Why?

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Yeah.

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I think with my own experience, exactly.

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It might be because of space.

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Just some ideas here.

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My own experience when I was studying, all right, was related to what you're seeing here.

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Right?

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I had a teacher for two years, and what she had was a small reading corner with a sofa.

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Right?

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Inside of the classroom.

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It was lovely.

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And it was great.

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It really was.

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Okay?

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And this is my bibliography, shall we say.

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All right?

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From experience.

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Now, what was interesting about that?

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You see this lamp here?

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She had a very tall lamp, not as ugly as that one, obviously, that she would turn on when

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extension and reinforcement time with library reading was able to go on in the classroom,

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where we could get up, take a book, and go and sit on the sofa.

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That was such a motivation to finish first and to encourage literacy inside of the classroom.

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So the first ones to finish it, oh, I've got my book, and I'm going to sit on the sofa.

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It was just a small sofa.

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I mean, it wasn't a big affair for nine people.

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Right.

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And when she would do storytelling in third grade, she would sit on the sofa, and the

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children would sit around her.

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Right?

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With little mats or things of that sort.

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And that was going on in third grade.

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Many of you, if you teach infants at lower levels, you know that.

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That is something that still is attractive to children up until third grade, sometimes

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into fourth grade, depending on the maturity level.

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Yes?

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No?

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Yeah, it is.

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So, I mean, it's something that you can continue working on with them.

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So you might want to rethink that if you have enough space, obviously.

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Okay?

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So, also in the United States, they do a lot of work with computer corners.

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Right?

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That, for early finishers that are working on computers, are using corners in primary

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in addition to infant level.

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All right?

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Okay.

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And also having an extra worksheet box, right, where you can have extension and revision

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in addition to libraries.

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Okay?

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Depending on what you need to work on.

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Okay.

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Sharing the staff room.

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Planning to share your teacher's room, planning your teacher's room to share materials.

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Now, one of the centers that I worked at that was excellent was we had these little gadgets

245
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here, which were three ring binders.

246
00:12:32,000 --> 00:12:33,000
All right?

247
00:12:33,000 --> 00:12:38,000
And any materials that we created were put into those three ring binders, and they were

248
00:12:38,000 --> 00:12:41,000
put on a shelf, and we had access to those.

249
00:12:41,000 --> 00:12:43,000
They were organized by units.

250
00:12:43,000 --> 00:12:48,000
I know some of you will be surprised by this, because there's a whole thing inside of education

251
00:12:48,000 --> 00:12:50,000
that's, oof, is it mine?

252
00:12:50,000 --> 00:12:53,000
Am I going to try and pass the opposiciones and not share it with anyone?

253
00:12:53,000 --> 00:12:56,000
Is it a publication that I'm going to make for points?

254
00:12:56,000 --> 00:13:00,000
So, that sometimes causes people not to share as much as they could.

255
00:13:00,000 --> 00:13:01,000
Do you agree?

256
00:13:01,000 --> 00:13:02,000
Do you disagree?

257
00:13:02,000 --> 00:13:03,000
Yeah.

258
00:13:03,000 --> 00:13:04,000
Yeah.

259
00:13:04,000 --> 00:13:05,000
Okay.

260
00:13:05,000 --> 00:13:07,000
So, I'm aware of this as being a problem, but I've also lived through a scenario where

261
00:13:07,000 --> 00:13:11,000
we coordinated together and had everything in a central file like these three ring binders.

262
00:13:11,000 --> 00:13:14,000
Now, that was very archaic, because you can tell my age, right?

263
00:13:14,000 --> 00:13:18,000
It was from before the time of internet and exciting things of the life.

264
00:13:18,000 --> 00:13:23,000
Nowadays, this would be, as you see there, having all the computers connected to internet

265
00:13:23,000 --> 00:13:27,000
and having files for each of the levels and each of the units with materials that one

266
00:13:27,000 --> 00:13:29,000
has created, obviously.

267
00:13:29,000 --> 00:13:30,000
Okay?

268
00:13:30,000 --> 00:13:33,000
If you want paper copies, you can have paper copies as well.

269
00:13:33,000 --> 00:13:37,000
God forbid that your systems fall down and you don't have them in a backup copy.

270
00:13:37,000 --> 00:13:38,000
Okay.

271
00:13:38,000 --> 00:13:39,000
Sign out sheets for materials.

272
00:13:39,000 --> 00:13:42,000
Also, hangers or clips or rack for a poster.

273
00:13:43,000 --> 00:13:45,000
For instance, putting a poster on a hanger.

274
00:13:45,000 --> 00:13:46,000
Right?

275
00:13:46,000 --> 00:13:47,000
I'm sure many of you do this.

276
00:13:47,000 --> 00:13:51,000
Put it on a hanger and then hang it up on the blackboard if you don't have access to

277
00:13:51,000 --> 00:13:55,000
new technologies, which most of you do little by little, or you are having.

278
00:13:55,000 --> 00:13:56,000
Right?

279
00:13:56,000 --> 00:13:57,000
Okay.

280
00:13:57,000 --> 00:13:58,000
Good.

281
00:13:58,000 --> 00:14:03,000
And, of course, the last point there, the timing sheet, right, with unit coordination

282
00:14:03,000 --> 00:14:04,000
and yearly planning.

283
00:14:04,000 --> 00:14:05,000
Okay?

284
00:14:05,000 --> 00:14:12,000
So planning for different levels that have been, that is, is there for common use for

285
00:14:12,000 --> 00:14:16,000
everyone to consult, perhaps on the wall, in addition to the sign out sheets, which

286
00:14:16,000 --> 00:14:17,000
is the third point.

287
00:14:17,000 --> 00:14:18,000
All right?

288
00:14:18,000 --> 00:14:19,000
For different materials so you know where they are.

289
00:14:19,000 --> 00:14:20,000
All right?

290
00:14:20,000 --> 00:14:21,000
Okay.

291
00:14:21,000 --> 00:14:22,000
Good.

292
00:14:22,000 --> 00:14:23,000
So, meeting and coordination tips.

293
00:14:23,000 --> 00:14:26,000
And I think this is probably one of the most important points.

294
00:14:26,000 --> 00:14:27,000
Okay?

295
00:14:27,000 --> 00:14:30,000
Most of you plan weekly and monthly coordination meetings.

296
00:14:30,000 --> 00:14:31,000
Right?

297
00:14:31,000 --> 00:14:34,000
I think in public schools you tend to be very good about this.

298
00:14:34,000 --> 00:14:35,000
Right?

299
00:14:35,000 --> 00:14:37,000
In private schools sometimes that doesn't always happen.

300
00:14:37,000 --> 00:14:38,000
It depends.

301
00:14:38,000 --> 00:14:39,000
Right?

302
00:14:39,000 --> 00:14:40,000
On each of the contexts.

303
00:14:40,000 --> 00:14:44,000
But it's important to plan those weekly and monthly coordination meetings.

304
00:14:44,000 --> 00:14:45,000
Okay?

305
00:14:45,000 --> 00:14:48,000
And agree that everyone will help and set tasks.

306
00:14:48,000 --> 00:14:52,000
I think sometimes some of the problems in education is that people feel like, oh, I

307
00:14:52,000 --> 00:14:53,000
don't have to do that.

308
00:14:53,000 --> 00:14:54,000
I don't.

309
00:14:54,000 --> 00:14:56,000
And then all the work falls onto one person.

310
00:14:56,000 --> 00:14:57,000
Have you had that experience?

311
00:14:57,000 --> 00:14:58,000
Okay.

312
00:14:58,000 --> 00:14:59,000
Right.

313
00:14:59,000 --> 00:15:00,000
Good.

314
00:15:01,000 --> 00:15:04,000
And it's from the director, directive team from the school that everyone's going to contribute

315
00:15:04,000 --> 00:15:07,000
in one way or another and that the work is allocated and set out previously.

316
00:15:07,000 --> 00:15:08,000
Okay?

317
00:15:08,000 --> 00:15:13,000
For instance, one of the ways of doing this, making it more democratic, is by designating

318
00:15:13,000 --> 00:15:18,000
a chairperson by term or month to share responsibilities and keep the meetings moving.

319
00:15:18,000 --> 00:15:19,000
Okay?

320
00:15:19,000 --> 00:15:22,000
If you're in a line three school or line four, it's easier to do that.

321
00:15:22,000 --> 00:15:25,000
Those of you who are people that are in line one schools.

322
00:15:25,000 --> 00:15:26,000
Right?

323
00:15:26,000 --> 00:15:27,000
Some of you are going like this.

324
00:15:27,000 --> 00:15:28,000
Some of you are going like this.

325
00:15:28,000 --> 00:15:35,000
Or if you were in a CRA, for instance, a centro de agrupamiento, the only thing you can do

326
00:15:35,000 --> 00:15:37,000
is coordinate with other people on the internet.

327
00:15:37,000 --> 00:15:38,000
Isn't it?

328
00:15:38,000 --> 00:15:39,000
Exactly.

329
00:15:39,000 --> 00:15:41,000
So it depends on each of your centers, obviously, that you're working at.

330
00:15:41,000 --> 00:15:43,000
There's so many different contexts to cater to.

331
00:15:43,000 --> 00:15:44,000
Right?

332
00:15:44,000 --> 00:15:45,000
Obviously.

333
00:15:45,000 --> 00:15:47,000
But an important thing is having a chairperson by term.

334
00:15:47,000 --> 00:15:51,000
I have done this with other people and it takes away the idea of, I'm in charge, I'm

335
00:15:51,000 --> 00:15:53,000
the whip holder, and I'm making you work.

336
00:15:53,000 --> 00:15:54,000
No.

337
00:15:54,000 --> 00:15:55,000
Everyone gets the whip every once in a while.

338
00:15:55,000 --> 00:15:56,000
Yes?

339
00:15:56,000 --> 00:15:57,000
Good idea.

340
00:15:57,000 --> 00:15:58,000
Don't you think?

341
00:15:58,000 --> 00:15:59,000
Yeah.

342
00:15:59,000 --> 00:16:00,000
Exactly.

343
00:16:00,000 --> 00:16:01,000
So you don't say, oh, I can't stand her.

344
00:16:01,000 --> 00:16:02,000
She makes me do so much.

345
00:16:02,000 --> 00:16:03,000
No, no, no.

346
00:16:03,000 --> 00:16:05,000
You get your turn to try and tell it yourself.

347
00:16:05,000 --> 00:16:10,000
And I think that helps foment democracy amongst what is teachers and also citizenship, which

348
00:16:10,000 --> 00:16:12,000
is something that we're supposed to be working on and teaching.

349
00:16:12,000 --> 00:16:13,000
Yes, I know.

350
00:16:13,000 --> 00:16:16,000
You're thinking, oh, I don't want to foment citizenship.

351
00:16:16,000 --> 00:16:17,000
Okay.

352
00:16:17,000 --> 00:16:18,000
Fine.

353
00:16:18,000 --> 00:16:19,000
Okay.

354
00:16:19,000 --> 00:16:24,000
So previously plan and distribute an agenda and stay on track in meetings and class.

355
00:16:24,000 --> 00:16:29,000
I think some things about meetings, why people don't like meetings is they turn into complaint

356
00:16:29,000 --> 00:16:30,000
sessions.

357
00:16:30,000 --> 00:16:31,000
Yes?

358
00:16:31,000 --> 00:16:35,000
And you spend half an hour complaining and 15 minutes coordinating.

359
00:16:35,000 --> 00:16:36,000
Okay.

360
00:16:36,000 --> 00:16:38,000
Personally, that drives me crazy.

361
00:16:38,000 --> 00:16:39,000
Right?

362
00:16:39,000 --> 00:16:40,000
Complain over coffee.

363
00:16:40,000 --> 00:16:41,000
In the meeting, organize.

364
00:16:41,000 --> 00:16:42,000
Yeah?

365
00:16:42,000 --> 00:16:43,000
Does that make sense?

366
00:16:43,000 --> 00:16:44,000
Okay.

367
00:16:44,000 --> 00:16:49,000
So I realize that sometimes meetings have a psychological function of venting and doing

368
00:16:49,000 --> 00:16:50,000
all those things.

369
00:16:50,000 --> 00:16:53,000
But when you have work that needs to be done and many of you are mothers or fathers and

370
00:16:53,000 --> 00:16:56,000
you have your own children and you must leave at a certain time.

371
00:16:56,000 --> 00:16:57,000
Yes?

372
00:16:57,000 --> 00:16:58,000
No?

373
00:16:58,000 --> 00:16:59,000
Yeah.

374
00:16:59,000 --> 00:17:02,000
Then that's one of the reasons to set out your previous agenda and just go through it.

375
00:17:02,000 --> 00:17:03,000
Through the four points.

376
00:17:03,000 --> 00:17:06,000
And then after that, wait until afterwards to vent.

377
00:17:06,000 --> 00:17:07,000
Right?

378
00:17:07,000 --> 00:17:08,000
For those that can stay, for instance.

379
00:17:08,000 --> 00:17:09,000
Silly.

380
00:17:09,000 --> 00:17:10,000
Silly, isn't it?

381
00:17:10,000 --> 00:17:11,000
But it's something that helps a lot.

382
00:17:11,000 --> 00:17:16,000
So if you previously agreed to do that as a group, that's going to be tremendously helpful.

383
00:17:16,000 --> 00:17:21,000
Contact and share materials with each other by email, websites, blogs, chat.

384
00:17:21,000 --> 00:17:26,000
You can use file dropper for much larger documents that you're sending.

385
00:17:26,000 --> 00:17:27,000
Okay?

386
00:17:27,000 --> 00:17:29,000
That are over 10 megabytes.

387
00:17:29,000 --> 00:17:33,000
Have common files and digital mediums such as internet and or print files.

388
00:17:33,000 --> 00:17:34,000
Okay?

389
00:17:34,000 --> 00:17:35,000
To keep materials.

390
00:17:35,000 --> 00:17:36,000
Okay?

391
00:17:36,000 --> 00:17:39,000
Some of the things that are being done out there are amazing.

392
00:17:39,000 --> 00:17:41,000
They're really amazing.

393
00:17:41,000 --> 00:17:47,000
I'm sure many of you at infant level have seen in Asturias the software that they've created

394
00:17:47,000 --> 00:17:49,000
for English language learning for children.

395
00:17:49,000 --> 00:17:50,000
It is admirable.

396
00:17:50,000 --> 00:17:51,000
And they have shared all of that.

397
00:17:51,000 --> 00:17:54,000
And they've not only created it, but they've shared it.

398
00:17:54,000 --> 00:17:58,000
And many people have it on their internet pages so their own students can click with

399
00:17:58,000 --> 00:18:00,000
their parents at home and work with that.

400
00:18:00,000 --> 00:18:02,000
Wonderful idea of sharing.

401
00:18:02,000 --> 00:18:03,000
Okay.

402
00:18:03,000 --> 00:18:04,000
Fine.

403
00:18:04,000 --> 00:18:05,000
Good.

404
00:18:05,000 --> 00:18:10,000
So consider a peer observation calendar and in-house teacher training sessions.

405
00:18:10,000 --> 00:18:12,000
This might totally blow your mind.

406
00:18:12,000 --> 00:18:13,000
Does this blow your mind?

407
00:18:13,000 --> 00:18:15,000
Do you even know what I'm talking about?

408
00:18:15,000 --> 00:18:17,000
You're thinking, oh good, what is this?

409
00:18:17,000 --> 00:18:18,000
Okay.

410
00:18:19,000 --> 00:18:20,000
My own personal experience.

411
00:18:20,000 --> 00:18:26,000
I have worked at centers where I was fortunate enough to have a wonderful coordinator, Sandra

412
00:18:26,000 --> 00:18:30,000
Bradwell, who she organized in-house training.

413
00:18:30,000 --> 00:18:34,000
So every two months, one person offered to do a training session like what I'm doing

414
00:18:34,000 --> 00:18:35,000
with you today.

415
00:18:35,000 --> 00:18:36,000
It might have been on phonetics.

416
00:18:36,000 --> 00:18:38,000
It might have been on storytelling, et cetera, et cetera.

417
00:18:38,000 --> 00:18:39,000
Now this was years ago.

418
00:18:39,000 --> 00:18:42,000
I did not know how to do storytelling at that point.

419
00:18:42,000 --> 00:18:46,000
And a mate of mine, Richard, did a session on storytelling.

420
00:18:46,000 --> 00:18:48,000
And I was like, oh, I still can't get my head around it.

421
00:18:48,000 --> 00:18:49,000
I'm not sure how to do that.

422
00:18:49,000 --> 00:18:52,000
And one was with children and the other with adults.

423
00:18:52,000 --> 00:18:55,000
And he said, why don't you come to my class and watch me?

424
00:18:55,000 --> 00:18:57,000
And it was fabulous.

425
00:18:57,000 --> 00:19:00,000
Because watching him once, then I knew what to do with those puppets.

426
00:19:00,000 --> 00:19:02,000
Yes.

427
00:19:02,000 --> 00:19:06,000
And he also did a session with older boys that were in the second air vessel.

428
00:19:06,000 --> 00:19:11,000
And that was so helpful because it allowed me to see how to do a storytelling with older

429
00:19:11,000 --> 00:19:12,000
children.

430
00:19:12,000 --> 00:19:13,000
All right?

431
00:19:13,000 --> 00:19:15,000
So you say, oh, but we don't have money for training.

432
00:19:15,000 --> 00:19:16,000
We don't have time.

433
00:19:16,000 --> 00:19:17,000
We can't organize it.

434
00:19:17,000 --> 00:19:18,000
Yes, you can.

435
00:19:18,000 --> 00:19:24,000
Having a strong central figure in what is the bilingual coordinator that allows for

436
00:19:24,000 --> 00:19:26,000
peer observation.

437
00:19:26,000 --> 00:19:30,000
And in addition to that, doing that in-house teacher training, it doesn't need to be every

438
00:19:30,000 --> 00:19:31,000
month.

439
00:19:31,000 --> 00:19:35,000
It can be once a term, for instance, with one person that wants to share ideas that

440
00:19:35,000 --> 00:19:36,000
they're using in the classroom.

441
00:19:36,000 --> 00:19:38,000
It can be so helpful.

442
00:19:38,000 --> 00:19:41,000
And it also brings the center together as well if you go out and have, I don't know,

443
00:19:41,000 --> 00:19:44,000
something to eat afterwards and all of that.

444
00:19:44,000 --> 00:19:45,000
Okay.

445
00:19:45,000 --> 00:19:46,000
Fine.

446
00:19:47,000 --> 00:19:51,000
And finally, the part that I have to do, okay?

447
00:19:51,000 --> 00:19:56,000
Your Richmond Santillana materials tonight, of course, can be the core center to all of

448
00:19:56,000 --> 00:19:57,000
that.

449
00:19:57,000 --> 00:20:00,000
Now, I mean this actually quite seriously.

450
00:20:00,000 --> 00:20:06,000
As I see, there are three people in this room that have actually helped us work on textbooks

451
00:20:06,000 --> 00:20:08,000
and create them.

452
00:20:08,000 --> 00:20:09,000
All right?

453
00:20:09,000 --> 00:20:11,000
And I know there's a big debate about textbooks and what their role are.

454
00:20:11,000 --> 00:20:12,000
What do they do?

455
00:20:12,000 --> 00:20:13,000
Okay?

456
00:20:13,000 --> 00:20:18,000
So, I'd like to define this because the question came up at Pam Wrigley's section yesterday.

457
00:20:18,000 --> 00:20:20,000
If you were at the plenary, you probably remember, right?

458
00:20:20,000 --> 00:20:23,000
The first point was what's the role of a textbook?

459
00:20:23,000 --> 00:20:27,000
Now, we need to define the fact that a textbook is to guide and facilitate the coordination

460
00:20:27,000 --> 00:20:30,000
of what is material selection.

461
00:20:30,000 --> 00:20:35,000
A textbook will never, never, never be able to, at least in my experience, be able to

462
00:20:35,000 --> 00:20:39,000
take you through the year without having to do any extra work whatsoever.

463
00:20:39,000 --> 00:20:40,000
Do you agree or disagree?

464
00:20:40,000 --> 00:20:41,000
Yes.

465
00:20:41,000 --> 00:20:42,000
Okay.

466
00:20:42,000 --> 00:20:44,000
Have you ever had a textbook that fits your need 100%?

467
00:20:44,000 --> 00:20:47,000
There was one with naked English boys.

468
00:20:47,000 --> 00:20:48,000
Yeah?

469
00:20:48,000 --> 00:20:49,000
That was very close.

470
00:20:49,000 --> 00:20:50,000
Okay.

471
00:20:50,000 --> 00:20:51,000
But it's nice when they get very close.

472
00:20:51,000 --> 00:20:54,000
But then you change groups, and then something else, and then it doesn't happen any longer.

473
00:20:54,000 --> 00:20:55,000
Okay?

474
00:20:55,000 --> 00:20:56,000
Right.

475
00:20:56,000 --> 00:20:57,000
Good.

476
00:20:57,000 --> 00:20:58,000
Really, where do textbooks come from?

477
00:20:58,000 --> 00:21:02,000
Textbooks come from other teachers' experiences, and they're based on their experience in the

478
00:21:02,000 --> 00:21:03,000
class.

479
00:21:03,000 --> 00:21:09,000
Of course, their experience, many times, is different from your experience and your context,

480
00:21:09,000 --> 00:21:10,000
your children.

481
00:21:10,000 --> 00:21:15,000
And that is the beauty of not having a prescriptive curriculum, but rather working inside of a

482
00:21:15,000 --> 00:21:20,000
framework of social constructivism that allows you to modify materials and reach that ZPD

483
00:21:20,000 --> 00:21:23,000
level that Pam was talking about yesterday.

484
00:21:23,000 --> 00:21:24,000
Okay?

485
00:21:24,000 --> 00:21:26,000
So, what's the role of the teacher?

486
00:21:26,000 --> 00:21:29,000
To coordinate for their center and adequate materials for students.

487
00:21:29,000 --> 00:21:31,000
And really, that's the beauty of teaching.

488
00:21:31,000 --> 00:21:36,000
I think there's nothing worse than teaching in a center where they say, oh, yes, open

489
00:21:37,000 --> 00:21:40,000
up this textbook, teach this page, and please do not think anymore.

490
00:21:40,000 --> 00:21:41,000
Right?

491
00:21:41,000 --> 00:21:42,000
Has that happened to you?

492
00:21:42,000 --> 00:21:43,000
No.

493
00:21:43,000 --> 00:21:44,000
Yes.

494
00:21:44,000 --> 00:21:47,000
It's horrible, isn't it, when they say, oh, no, don't think for yourself, just do what's

495
00:21:47,000 --> 00:21:48,000
on the page.

496
00:21:48,000 --> 00:21:49,000
Right?

497
00:21:49,000 --> 00:21:52,000
So, I think those of us that are teachers that have a passion about teaching, or at

498
00:21:52,000 --> 00:21:56,000
least we have a professional approach, normally we think to ourselves, yes, we'd like to adequate

499
00:21:56,000 --> 00:21:58,000
material for the needs of our students.

500
00:21:58,000 --> 00:21:59,000
All right?

501
00:21:59,000 --> 00:22:01,000
Leading us on to the next point, right?

502
00:22:01,000 --> 00:22:03,000
When we choose the right materials, right?

503
00:22:03,000 --> 00:22:08,000
Obviously, Santillana has, a lot of you have used these materials, especially essential

504
00:22:08,000 --> 00:22:14,000
science, the Richmond World Facts that are there, the posters, drawing and painting.

505
00:22:14,000 --> 00:22:19,000
This is a project that I particularly love because I've worked on all six books, the

506
00:22:19,000 --> 00:22:22,000
teacher's books and the student's books.

507
00:22:22,000 --> 00:22:27,000
This one as well, because I coordinated the essential science materials, right, which

508
00:22:28,000 --> 00:22:34,000
is the idea of building all of these ICT tools that you can use inside of the classroom.

509
00:22:34,000 --> 00:22:35,000
Right?

510
00:22:35,000 --> 00:22:37,000
So, what does that mean, right?

511
00:22:37,000 --> 00:22:41,000
When we look at these materials, what can be done with these, right, in your classroom?

512
00:22:41,000 --> 00:22:42,000
Okay?

513
00:22:42,000 --> 00:22:44,000
So, there you've got the essential science ones, right?

514
00:22:44,000 --> 00:22:46,000
The Richmond World Fact readers.

515
00:22:46,000 --> 00:22:52,000
All of these you can see at the stand, which is downstairs in front of the plenary sessions

516
00:22:52,000 --> 00:22:53,000
in the auditorium.

517
00:22:54,000 --> 00:22:59,000
So, moving ahead, okay, when we plan personalized lessons, which is really what we have, the

518
00:22:59,000 --> 00:23:02,000
question we have, okay, then how do we go about doing that?

519
00:23:02,000 --> 00:23:07,000
Now, the thought process that went into this, okay, I'll just explain it to you quickly.

520
00:23:07,000 --> 00:23:12,000
The thought process here was to take you step by step through the curriculum.

521
00:23:12,000 --> 00:23:15,000
We got out the curriculum, we looked at it, we said, right, what does it say?

522
00:23:15,000 --> 00:23:18,000
Observe and then produce art.

523
00:23:18,000 --> 00:23:22,000
And there's step by step instructions for students that don't feel as, or for teachers

524
00:23:22,000 --> 00:23:24,000
that don't feel as comfortable with the language.

525
00:23:24,000 --> 00:23:30,000
And then ideas for teachers, so this is for the teacher who doesn't have much experience,

526
00:23:30,000 --> 00:23:34,000
and then extension ideas for teachers that do have experience.

527
00:23:34,000 --> 00:23:35,000
So, they can coordinate.

528
00:23:35,000 --> 00:23:39,000
That was the intention behind this, to allow for that flexibility, all right?

529
00:23:39,000 --> 00:23:43,000
Okay, so, two minutes left, my goodness.

530
00:23:43,000 --> 00:23:44,000
That's when you're having fun.

531
00:23:44,000 --> 00:23:45,000
Okay, all right, good.

532
00:23:45,000 --> 00:23:50,000
So, you will have this, okay, on the handout that I've given you, and I think probably

533
00:23:50,000 --> 00:23:53,000
the most useful tool I can give you is the one that's here, okay?

534
00:23:53,000 --> 00:23:59,000
Which is, looking at this model here, and I'm going to go around and show that to you,

535
00:23:59,000 --> 00:24:02,000
actually, because I can't get close enough, okay?

536
00:24:02,000 --> 00:24:04,000
With my last two minutes, okay?

537
00:24:04,000 --> 00:24:10,000
Now, this model, okay, planning sessions can be very easy.

538
00:24:10,000 --> 00:24:13,000
I've done this with coordination with other teachers and centers, all right?

539
00:24:13,000 --> 00:24:17,000
And this is one of the models I think is easiest as a checklist in order to do quick planning

540
00:24:17,000 --> 00:24:21,000
in groups, and to be able to share those materials, right?

541
00:24:21,000 --> 00:24:26,000
One of my teacher trainers who taught me years ago, Henny Burke, who was a wonderful person,

542
00:24:26,000 --> 00:24:29,000
this was the model that she gave me, all right?

543
00:24:29,000 --> 00:24:34,000
And, basically, what she said was, you want to have a tiny, an interaction column here.

544
00:24:34,000 --> 00:24:35,000
Why?

545
00:24:35,000 --> 00:24:38,000
Because you can quickly see if it's too teacher-centered, right?

546
00:24:38,000 --> 00:24:43,000
If it's teacher-students, teacher-students, teacher-students, teacher-students, then it's

547
00:24:43,000 --> 00:24:45,000
too teacher-centered, all right, what you're doing.

548
00:24:45,000 --> 00:24:50,000
So, you can easily see if it's teacher-students, 10 minutes, all right, that's my warm-up, okay?

549
00:24:50,000 --> 00:24:54,000
Students in pairs, 10 minutes, and then I thought the type of activities and the materials

550
00:24:54,000 --> 00:24:56,000
and the skills that we're working on, okay?

551
00:24:56,000 --> 00:24:58,000
So, we make sure that we put those there.

552
00:24:58,000 --> 00:25:04,000
Then, in the audio, okay, we're listening to, they're in pairs, and then the whole group, okay?

553
00:25:04,000 --> 00:25:08,000
So, here they're in pairs for 10 minutes, 15 minutes, is that okay?

554
00:25:08,000 --> 00:25:10,000
It's still as dynamic again enough, okay, right, good.

555
00:25:10,000 --> 00:25:12,000
She's going, eh, I don't know.

556
00:25:12,000 --> 00:25:17,000
That's a good thing, because what she is thinking of, would my students be able to concentrate

557
00:25:17,000 --> 00:25:20,000
and focus their attention for that long, or do they need something that's more dynamic,

558
00:25:20,000 --> 00:25:22,000
right, as they're going through?

559
00:25:22,000 --> 00:25:27,000
And then, finally, obviously, this can be changed for individual work, if you don't

560
00:25:27,000 --> 00:25:29,000
want them working in pairs, okay?

561
00:25:29,000 --> 00:25:32,000
So, each of you could modify it as you want to.

562
00:25:32,000 --> 00:25:37,000
So, basically, the timing and the interaction, the activity and the materials, and then,

563
00:25:37,000 --> 00:25:41,000
of course, the basic competence is your aims and the assessment, okay, that you're looking

564
00:25:41,000 --> 00:25:42,000
at there.

565
00:25:42,000 --> 00:25:48,000
The basic indicator, when I was taught to create lessons like this, was, if you were

566
00:25:48,000 --> 00:25:53,000
run over by a bus, could another teacher go pick up your lesson plan, run into your class

567
00:25:53,000 --> 00:25:55,000
and teach it, right?

568
00:25:55,000 --> 00:25:57,000
Have your teacher trainers ever said that to you?

569
00:25:57,000 --> 00:25:59,000
Yes, they have.

570
00:25:59,000 --> 00:26:02,000
It's wonderful advice, you know, and that is the example of clarity, you know, could

571
00:26:02,000 --> 00:26:04,000
someone pick it up and begin working with it?

572
00:26:04,000 --> 00:26:10,000
And I think that's a good scale for determining how useful materials are, okay?

573
00:26:10,000 --> 00:26:15,000
So, the long and the short of it is that you would put this in, so when you look at

574
00:26:15,000 --> 00:26:20,000
your textbook, right, which you have here in front of you, you know that you have a

575
00:26:20,000 --> 00:26:26,000
basic foundation that is based on experience, experience of other people that are working

576
00:26:26,000 --> 00:26:28,000
with the textbook, but not translations, right?

577
00:26:28,000 --> 00:26:32,000
It's of other people who are in CLIL settings and what has worked well for them.

578
00:26:32,000 --> 00:26:39,000
If it's not working for you, then the next step, many times, is to actually lift from

579
00:26:39,000 --> 00:26:40,000
the page.

580
00:26:40,000 --> 00:26:41,000
Lift from the page?

581
00:26:41,000 --> 00:26:44,000
Lift from the page, which is what many of you do when you say, yes, I want to create

582
00:26:44,000 --> 00:26:47,000
my own materials, you lift from the page and take from other places.

583
00:26:47,000 --> 00:26:51,000
So, what's the difference between creating your own materials and using a textbook?

584
00:26:51,000 --> 00:26:55,000
Many times the textbook, what it allows you to do is coordinate, or it gives you a minimum

585
00:26:55,000 --> 00:26:59,000
level in order to do what?

586
00:26:59,000 --> 00:27:03,000
To coordinate with other people in other places, to cut down on the actual coordination time,

587
00:27:03,000 --> 00:27:05,000
all right, is the idea behind that.

588
00:27:05,000 --> 00:27:09,000
And each center, of course, has to choose how relevant that is to their teaching experience

589
00:27:09,000 --> 00:27:11,000
and then the amount of work that they put in there.

590
00:27:11,000 --> 00:27:16,000
But I must tell you that the materials that we have created, we've done it from our hearts

591
00:27:16,000 --> 00:27:20,000
with all the possible love that we have there in order to create things that are helpful

592
00:27:20,000 --> 00:27:27,000
for you, useful, and that, of course, will be stimulating for the students and meaningful

593
00:27:27,000 --> 00:27:28,000
at the same time.

594
00:27:28,000 --> 00:27:29,000
All right?

595
00:27:29,000 --> 00:27:32,000
Whether you like them or not, that's a whole other question, unless you're looking very

596
00:27:32,000 --> 00:27:33,000
serious, right?

597
00:27:33,000 --> 00:27:35,000
But that, of course, is the intention there.

598
00:27:35,000 --> 00:27:41,000
So, here with all of this, right, as I said, when the other session we're doing this summer,

599
00:27:41,000 --> 00:27:46,000
we will go into this more in-depthly, in clear settings with different types of clear interactions

600
00:27:46,000 --> 00:27:51,000
and strategies, similar to the ones that I was talking about earlier in the presentation

601
00:27:51,000 --> 00:27:54,000
that she was giving with different types of genres and how the staging would go through.

602
00:27:54,000 --> 00:27:57,000
Obviously, in half an hour, there's just not enough time for that, right?

603
00:27:57,000 --> 00:27:59,000
Okay, so, thank you very much.

604
00:27:59,000 --> 00:28:00,000
And...

605
00:28:00,000 --> 00:28:01,000
Thank you.

606
00:28:01,000 --> 00:28:02,000
Thank you.

607
00:28:02,000 --> 00:28:03,000
Thank you.

608
00:28:03,000 --> 00:28:03,000