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Taller: Desarrollo de una unidad didáctica CLIL para 1o de ESO tecnología. Rigid and stable structures. Developmen

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Subido el 25 de enero de 2011 por EducaMadrid

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Taller "Desarrollo de una unidad didáctica CLIL para 1o de ESO tecnología. Rigid and stable structures. Development of the “Unidad didáctica” and workshop activities" por D.Germán Cabrales Goitia, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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I've prepared some material for you and I have been teaching so long and I'm kind of 00:00:00
excited to do this. But, do you want to introduce yourself? Physics teacher. I've been teaching 00:00:24
science and physics and chemistry for two years. I'm going to talk about delivery stuff. 00:00:31
Delivery stuff and everything. So, well, first I was teaching the third years and fourth 00:00:38
years and now I'm going to teach first years, which is the topic we are going to look through 00:00:45
and fourth years, not technology, but ICT and they are taking the IGCSE exams and it's 00:00:53
kind of different. So, let's move on to the thing. Is there any technology teacher around 00:01:00
from himself? Yes. Are you going to teach next year? Yes. Where are you teaching right 00:01:09
now? No, he's next to me. And where is he currently? In Madrid. So, the first thing 00:01:20
you will find here on the notebook is the agenda, the different points. You see presentations 00:01:34
and first I wanted you to look through the topic scheme I've prepared and here you will 00:01:43
find some resources. So, if you think it's ok, let's have a look at it. The topic scheme, 00:01:51
well, in England they don't have this kind of topic scheme. They plan every single lesson. 00:01:59
They've got lesson plans, they've got a syllabus, they've got the guidelines provided by the 00:02:21
government and stuff, but they don't have the other didactica. So, I didn't know very 00:02:29
well how to call it. So, the topic scheme, let's say. And there you will find it's a 00:02:35
year level SO1, that's the first years. Here you will find sort of justification and justify 00:02:40
why I put this on the syllabus and the purposes. It's kind of the same as in Spanish. Actually, 00:02:49
how to analyse simple resistance structures, identify the components and stuff, ok? The 00:03:00
key skills is las competencias basicas. It's kind of the same structure as our didacticas. 00:03:07
And let's have a look at the time frame and stuff. How I've planned the lessons. We've 00:03:18
got three lessons with two of them. Well, one of them is in the classroom, the regular 00:03:26
classroom, it's a theory lesson. Another one is on the workshop, it's kind of hands-off 00:03:34
practices. And the third one, I'm not going to talk about it, it's on the ICT room. It's 00:03:39
about computers and that stuff. So, I planned a thing for two weekly lessons, one theory 00:03:45
lesson and one workshop, over seven weeks, ok? So, there will be seven lessons in the 00:03:54
classroom and seven in the workshop. For instance, the lessons in class, there will 00:04:00
be theory explanation on the text, work text that you will see here. I do it over three 00:04:07
lessons, that's ok. Then we move on to sort of theory exercises, activities, even some 00:04:18
activities online, activities we've got on the Ola Bituada, I will show you, or on the 00:04:27
blog, I prefer to do that. And then lessons in the workshop. I like to do every term a 00:04:33
different project. In this case, there will be two short activities. The first one is 00:04:40
the one we're going to do today, all together, all of you, lots of fun. And the second one 00:04:47
is another short activity. I just do it, I actually don't have time to mark that activity. 00:04:54
And then the workshop project, which is making these paper structures, they do the raw paper, 00:05:03
they prepare a structure, they try to make it rigid, stable and stuff. And then lessons, 00:05:10
activities, resources and methodologies, I work more deeply, I plan more deeply what 00:05:19
every lesson will be like. For instance, the first lessons, one, two, three, explanations 00:05:26
on the work text. The work text is the very first thing you find on the note. That's something 00:05:33
I prepare, I put it on the floor, on the Ola Bituada, it's kind of a PDF file. And it's 00:05:43
kind of theory, the theory things I want them to learn, like, well, that's the very common 00:05:52
things about the structure, what a structure is, what the different ways of making a structure 00:06:00
rigid or stable is, and that kind of stuff. And then I like them to do a notebook afterwards, 00:06:05
but let's talk about it afterwards. And then I use one lesson on the ICD room on theory 00:06:16
stuff, on theory things, with animations, further explanations. On the website you can 00:06:23
find lots of activities, lots of exercises related to any topic in technology. So, I 00:06:30
think it's quite handy, that thing, okay? The lesson five, exercises in class, I prepare 00:06:40
sort of exercises, seats and some hot potatoes exercises. Have you heard about them? They're 00:06:47
really handy, because you can, and that's another thing I wanted the technology teachers 00:06:59
to know, we can share that stuff, because preparing a simple, a very, very simple exercise 00:07:05
takes a while. If we could share the exercises, not in this format, it's, when you prepare 00:07:13
a hot potato exercises, first you have to prepare the stuff, like filling the blanks 00:07:19
or whatever, and then you create an HTM file, which is the one you put on the website. So, 00:07:25
you could get that HTM file, but you couldn't change the exercise itself and do it your 00:07:34
way. So, if we could share it, we will talk about it. It's really, really handy. We could 00:07:41
share, we could prepare some stuff. Okay, you prepare this structures topic, or you 00:07:47
prepare these mechanisms, or whatever, okay? And, well, another nice thing students like 00:07:52
a lot, I think they like a lot, it's a mock exam. It's kind of mock exam. I learned that 00:07:59
because the Cambridge examinations, when English students finish their secondary education, 00:08:05
they take up sort of selectivity. It's a certificate over just the first part of the 00:08:11
secondary education. They've got five years, secondary like Kesho, and then two more years, 00:08:19
six form studies. And before they take a proper exam, they take a mock exam, which is the 00:08:25
sample you will find here. After these hot potato samples, you will find a mock test, 00:08:35
which is something we could either do in class, or I can tell them to do it at home. 00:08:43
And afterwards, the nice thing of this is that we correct altogether this mock exam. 00:08:50
It's a mock test. And then they learn a lot from exams, that's the thing. I think this 00:08:56
is the best way for them to revise for an exam and stuff. And then the proper exam. 00:09:03
It's kind of the same layout, the same kinds of questions and everything. 00:09:10
And with that, the theory lessons are over. There's one more thing. Before the mock exam, 00:09:18
you will find a marking scheme for the notebook. I'm quite obsessive with that. 00:09:26
I like students, I've brought some of them. I like students to prepare a nice, neat notebook 00:09:33
for every single lesson. And I want them to do it in such a way that they find out, 00:09:39
I say, the titles for each piece of paragraph, for each piece of text. I want them to find 00:09:45
the, say, title. And then they prepare an outline of the topic, they prepare the summary 00:09:52
and stuff. And then I mark the notebook this way, okay, with these criteria. 00:09:58
I think that's it. Please, if you have any questions, give me a break. Do not hesitate, please. 00:10:05
Well, that's the theory lessons. Again, it's quite the same as in Spanish, but here you 00:10:15
will find some resources. The same, well, shall I show it now? The website, well, in our school, 00:10:21
Máximo Treva, we've started this year a nice thing, which is this aula virtual. 00:10:33
And here you can find lots of resources. This kind of blog is kind of pre-designed website 00:10:40
where you can put your stuff. There are quite a few people involved in this thing. 00:10:47
For instance, in technology, you will find this thing, which is, okay. 00:10:52
The ICT practices and word processing, simple machines, mechanism, that's a theory notes, 00:10:58
the word test, the theory notes. And I've got the files on PDF. Please, technology teachers, 00:11:07
if you wanted them in Word, just address me, write me, or whatever, and I could give you the stuff in Word, 00:11:13
and you can change on your way, okay? And then online exercises. These are the exercises I made more attempts on. 00:11:21
Okay, and these, oh, this was, oh. Number of the students, I didn't know. 00:11:28
The students have to log in. I don't think you have to log in anyway. 00:11:43
So, if you have your account, and then you come in, you sign, and then it's okay. 00:11:48
And you get in, yeah. And this sort of exercise is like, you've got a drawing, and then you have to match. 00:11:55
What's a fulcrum here? The fulcrum is A, so you match fulcrum with A. 00:12:04
What's a force? You apply the force on C. And what's a resistance you have to overcome? That's it. 00:12:09
And then you check 100%, and you keep doing on the next exercise. 00:12:14
And, well, that thing, if you wanted the stuff in Word, just call me. 00:12:19
There's another nice blog. It's tecnologiadermonte.blogspot.com. 00:12:29
That's it. And that's one I used to put all my stuff before this habla virtual. 00:12:40
So, it's part in Spanish. I'm teaching first years in Spanish and first years in English, so you might find something. 00:12:46
And that's moving to habla virtual, and short exercises, lessons, planning for ACT, and stuff. 00:12:53
And here you will find work tests and activities, like examen de ensayo de mecanismo, repaso general, practice. 00:13:02
That's mostly in Spanish. But there are quite a lot of stuff here. 00:13:11
It's like examen de ensayo de EXTEL. That's everything I'm teaching. Exercises in module 2. 00:13:18
Vale, that's it. And, well, that's what I wanted to show you. That's related to theory lessons. 00:13:24
The website of your... 00:13:31
Yes, profesormaximotorevaltogether.es. And there you will find the habla virtual, the main page. 00:13:35
And then, for the workshop, the first activity is the one you are going to do yourselves. 00:13:44
The second one is kind of the same thing, but, you know, with these bars that you have to triangulate to make them rigid. 00:13:52
That sort of stuff. The same stuff as in Spanish. 00:13:59
And then the project. The project starts, well, I know you know more or less how it is. 00:14:02
It's like specifications, the directions for the things they have to do. 00:14:08
And here you will find specifications for the prototype to be made in the workshop. 00:14:14
And here they find the instructions, how they have to work, what they have to look like in the end, and stuff. 00:14:20
The working process is like, first, they do their... 00:14:29
Every single student should make, should draw their personal design, what they plan to do. 00:14:35
And afterwards, they meet in class, they gather, they brainstorm, and they do this technical project, this blueprint, which is kind of the project, we say. 00:14:43
And they plan what they're going to do, and I've got a template they have to fill in. 00:14:55
Because if you tell them to do it themselves, it's... 00:15:00
So I've got introduction, what do I have to do, working drawings and stuff. 00:15:03
Okay, and parts list, parts drawing, working process, conclusion or opinion, and that's it. 00:15:09
So that's a lot of work, and it took me just 15 minutes to get rid of this thing. 00:15:17
That's the thing. I think it's quite handy, this notebook, but everything is on the website, okay? 00:15:23
So, any questions? Any questions around? 00:15:30
Now let's move on to the thing itself. 00:15:35
Yeah? 00:15:39
At the workshop or in the classroom, are you handling the help of the native speakers? 00:15:40
Even if I seem to have planned everything very well, I do not. 00:15:49
So today is Wednesday, tomorrow I've got a lesson, I know more or less what I'm going to do, but I'm not really sure. 00:15:55
So, with the assistants, if you have planned everything, and they're really, really helpful, they're really handy, 00:16:04
because they do whatever you tell them to do. 00:16:11
But sometimes you don't really know what to do, so it's kind of... 00:16:14
You can prepare a couple of lessons. 00:16:21
For instance, they are coming with me, and they get some students on the ICT lessons. 00:16:23
Because otherwise I should have the whole group together in a computer's room. 00:16:30
And I'm a form tutor for the first year, and that's really nice, 00:16:36
because those lessons, those tutorial lessons, you know, 00:16:43
in English, it's kind of... sort of strange for them. 00:16:49
They are always, students are always asking you to address in Spanish. 00:16:58
May I tell you in Spanish, please? 00:17:02
This teacher and this other teacher want something and stuff. 00:17:04
And then he helps a lot, he makes the lessons so fun, and sometimes he gets some of them. 00:17:09
I tell them, every tutorial lesson I want to check the student's planner. 00:17:17
If they have written everything, which is supposed to be done in the near days. 00:17:23
So he takes some students to a small room to our office, the technology department, 00:17:29
and he checks their planners. 00:17:36
That's what I do with them. 00:17:39
And yes, it's really helpful. 00:17:41
I would like to make more use of them, but I'm afraid I'm not. 00:17:43
What is the most important difficulty you find for them to understand the material in this? 00:17:50
I think they get everything. 00:17:57
They get everything. 00:18:00
That's a good question. 00:18:02
At the beginning, they always say, I don't understand, there are so difficult words, 00:18:04
I can learn this and this and this. 00:18:07
And I tell them, OK, if you start thinking you are not going to be able, 00:18:10
you are not going to be able for sure. 00:18:13
But anyway, when they get started, they prepare their notebook and they read everything 00:18:16
and they hear everything through English. 00:18:22
They get used to learn in English. 00:18:25
And I don't think it's difficult for them to understand. 00:18:29
But it's really weird the way they write and they speak. 00:18:33
It's really hard to make them speak in English. 00:18:39
That's the problem. 00:18:42
For us, I think there's a further difficulty that's not in Spanish that we don't have. 00:18:44
Not for me, because I can't prepare anything in English if I want. 00:18:50
But they like textbooks. 00:18:54
And then they really, as students, my young students for the first course, 00:18:56
first level or secondary education, without textbooks, 00:19:01
sometimes they find it pretty difficult to follow us because they don't have the material. 00:19:05
If they find a further difficulty in English, it's really hard for them. 00:19:11
Because you can give them everything, but we have the extra difficulty that some of the material, 00:19:16
we give them and they lose. 00:19:23
They simply lose because they are disorganized. 00:19:26
And we give them a lot of papers and every single teacher gives papers. 00:19:32
But really now, we are achieving with the new internet resource and they find it easy 00:19:38
because they just have to have the address and then they... 00:19:44
They can download, they've got skills not anymore. 00:19:49
And there was a publisher this year coming to the school, a very nice idea, 00:19:52
which is the digital text. 00:19:58
They are selling, instead of paper books, they sell these digital books. 00:20:00
And it's quite nice because they've got online exercises. 00:20:05
If they logged in, when they sort out an exercise, you receive the exercise, 00:20:11
the marks they got for that exercise and everything. 00:20:18
That's nice. 00:20:20
And you've got lots of animations. 00:20:21
But at the moment, just digital text, I think Santillana did something like this. 00:20:23
And they are doing just in Spanish. 00:20:31
That's why I'm asking you to share your material because it takes a while. 00:20:35
For instance, the work tests, like this, I've got everything for the first years. 00:20:40
So, I've got mechanisms to transmit and convert motion. 00:20:46
I've got simple machines. 00:20:50
I've got this. 00:20:53
I've got technical drawing. 00:20:54
I've got wood, materials, wood. 00:20:55
So, those work tests are ready. 00:20:58
I don't know. 00:21:02
Maybe I've used some resources that I shouldn't because of the copyright. 00:21:03
But I think it's on the Internet. 00:21:09
And I've just taken some pictures. 00:21:11
I shouldn't say so. 00:21:15
Should I? 00:21:17
Well, that's it. 00:21:18
And you've got it. 00:21:19
Just call me or write me and I will send you the word files. 00:21:20
Yeah. 00:21:25
The other day, we received some information about a web that is called Tecno. 00:21:26
Yeah. 00:21:31
They've got some materials. 00:21:32
Today? 00:21:35
Today, yeah. 00:21:36
And they give you the opportunity of having some time to check. 00:21:37
Uh-huh. 00:21:41
And there are some things that… 00:21:42
We have been using this result especially for two years. 00:21:44
It's quite nice. 00:21:49
You have to do it, of course, in a computer room normally. 00:21:50
But then you have everything, but in Spanish. 00:21:55
And then they have a lot of links to English web pages. 00:21:57
And then you have also resources in English. 00:22:02
Now they've got materials in English. 00:22:05
Some lessons in English and exercises. 00:22:07
No. 00:22:09
It's Tecno? 00:22:10
12? 00:22:11
Yeah, 18. 00:22:12
Hyphen, yeah. 00:22:13
Hyphen 16. 00:22:14
Tecno doce. 00:22:15
And if you say hyphen 16, right. 00:22:16
18. 00:22:18
18, that's it. 00:22:19
That's it. 00:22:20
That's it. 00:22:22
That website is really nice. 00:22:23
There's so many. 00:22:24
So confusing. 00:22:25
Yeah. 00:22:26
All you have to think in English. 00:22:27
No, I mean in general. 00:22:29
Yeah, it seems quite interesting. 00:22:30
We have some resources in English. 00:22:32
Some links to bigger pages in English, to bigger sites in English. 00:22:35
I have a check. 00:22:40
Normally it's a nice resource. 00:22:42
In Spain it's very nice because everything is prepared. 00:22:46
And now I think they have a system to English also. 00:22:49
Yeah. 00:22:53
It's good. 00:22:54
It's really nice. 00:22:55
You have to pay every year. 00:22:56
They have a fee, like 200 euros a year. 00:22:58
So that only high school can use it. 00:23:02
You have a key, a password, that lasts a year. 00:23:05
Oh, that's great. 00:23:10
I'll check it. 00:23:11
Yeah, yeah, that's great. 00:23:12
So, fancy some hands-on activity at this time? 00:23:15
Yeah? 00:23:19
Let's move on that. 00:23:20
We've prepared a practice which is finding the center of gravity of a certain shape, 00:23:22
of a certain structure. 00:23:30
I'm telling you how. 00:23:32
On the agenda, on the orden del dia, you will find how to find it. 00:23:33
So, first, say you've got this structure. 00:23:39
I will deliver it in a minute. 00:23:42
Then you have to draw the shape, to draw the shape around. 00:23:44
Okay? 00:23:49
Kind of, you know. 00:23:50
And then you cut it out with a string and a pin like this one. 00:23:52
You have to hang it somewhere. 00:24:03
Well, somewhere. 00:24:06
And then where the plumber... 00:24:08
Well, I put this weight here to make it go straight downwards. 00:24:10
Okay? 00:24:13
So you draw the line here. 00:24:14
Then somewhere else, like here, you draw the line, the vertical line, 00:24:16
and then you will find the center of gravity where it meets the other line you draw. 00:24:19
So that's the first thing. 00:24:25
You find the center of gravity. 00:24:27
And the theory thing is that when whatever shape you've got here, 00:24:29
you've got a center of gravity here, say, or somewhere here. 00:24:35
The center of gravity. 00:24:39
If you tilted the structure this way, 00:24:41
when the vertical from the center of gravity falls within the base, 00:24:45
it wouldn't collapse. 00:24:50
It wouldn't topple over. 00:24:52
It would come back to its original position. 00:24:54
So the thing is that you are meant to find what the angle is 00:24:56
which the center of gravity falls just at that point. 00:25:02
Okay? 00:25:06
Beyond that point, if you tilted it a little more, 00:25:08
it would collapse. 00:25:15
So that's a theory thing. 00:25:17
So you're meant to do it first on the paper, on the cardboard. 00:25:19
Tilt it until you find that point. 00:25:22
I will give you some... 00:25:24
These rules, I know how to say these rules in English. 00:25:26
When you tilt it, you find this angle, the limit angle, and that's it. 00:25:29
And then you have to check whether what you found is right. 00:25:34
That's the first practice we do. 00:25:37
Well, the second practice I do with the students. 00:25:39
So that the conclusion will be that the wider the base is, 00:25:42
the more stable the structure will be. 00:25:50
The same as the lower the center of gravity is, 00:25:53
the more stable it will be. 00:25:56
So, fancy some work on that? 00:25:58
Yeah? 00:26:01
Bang, I see. 00:26:03
Let's go. 00:26:05
Yeah, cardboard and some structure. 00:26:07
If you wanted to do it in person, I don't mind. 00:26:09
You are meant to work. 00:26:14
That's how hands-on activities... 00:26:16
Well, you can change the shapes. 00:26:18
Do what you want. 00:26:21
And there are some funny things, structures like this one or whatever. 00:26:24
Let's see, some cardboards. 00:26:32
I guess you've got some... 00:26:35
You have to do everything in English, by the way. 00:26:45
You have to dress your maid in English. 00:26:47
You have to do sort of an English lesson today for you. 00:26:49
We've got scissors here. 00:26:54
Look, here you go. 00:26:56
Look, here you go. 00:27:14
So you've got all the shapes. 00:27:19
That's a thing. 00:27:23
How many of them? 00:27:35
One, two, three, four, five of them. 00:27:36
Do you want to do it yourself? 00:27:44
Yes, sure. 00:27:47
Yeah. 00:28:00
First you have to cut out the shape. 00:28:07
And then you find the center of gravity of the certain shape. 00:28:09
So here you go, anyway. 00:28:13
You go and paint the thing. 00:28:15
To paint it somewhere, yeah. 00:28:23
Maybe you have to stand up and go to the wall, yeah. 00:28:25
Do you have the plumb lines? 00:28:27
It's quite easier for you with the students. 00:28:45
It's quite nice. 00:28:47
What do I have to do afterwards? 00:28:49
You know, for lust. 00:28:58
We all have the thing. 00:29:00
Yeah, here you go. 00:29:05
Yeah, sure. 00:29:18
You have to do the shape. 00:29:21
That's it. 00:29:23
Maybe you're needing a ruler. 00:29:29
Let it free. 00:29:31
Let it loose. 00:29:33
You can do it very tight. 00:29:35
You have to let it go. 00:29:37
And you hang it. 00:29:39
You do a bigger hole to make it turn properly. 00:29:41
Okay? 00:29:43
So that way you will let it go its way. 00:29:46
This way. 00:29:48
And when you see it's falling. 00:29:50
So you move it a little to let it. 00:29:56
Okay. 00:29:58
And then you draw the line. 00:30:00
Yeah, that's it. 00:30:06
And then you do it somewhere else. 00:30:08
You let it. 00:30:11
Like this. 00:30:21
I don't want to spoil the world. 00:30:27
Lots of holes here. 00:30:29
We're going to be punished. 00:30:31
University. 00:30:33
You see that? 00:30:35
Maybe the pin is not proper. 00:30:39
You can just do it. 00:30:41
That's it. 00:30:43
That's it. 00:30:45
That's it. 00:30:47
That's it. 00:30:49
That's it. 00:30:51
That's it. 00:30:53
That's it. 00:30:55
That's it. 00:30:57
But let it. 00:30:59
That's it. 00:31:01
Let it be free. 00:31:03
It should be always. 00:31:21
Maybe you have to do a bigger hole. 00:31:23
To make it. 00:31:25
Or it's not so. 00:31:27
Let it go free. 00:31:35
Just two of them. 00:31:39
Two of them. 00:31:41
If you want to make sure. 00:31:43
You can do it three times. 00:31:45
But with two of them. 00:31:47
Every time. 00:31:49
That's enough. 00:31:51
100 times. 00:31:53
They should meet in the same point. 00:31:55
That's it. 00:32:11
Then you tilt it. 00:32:13
Until you find the vertical. 00:32:15
No, it's not. 00:32:17
Imagine how tricky it would be for you. 00:32:23
Imagine how tricky it would be for students. 00:32:25
What's up here? 00:32:29
If I'm myself. 00:32:37
Yeah, I have. 00:32:39
When they do this thing. 00:32:41
And they find the center. 00:32:43
They make lots of fun. 00:32:45
Trying to balance in a finger. 00:32:47
That's a thing. 00:32:49
That is supposed to. 00:32:53
Maybe it's too small. 00:32:55
Those shapes. 00:32:57
That's it. 00:32:59
Maybe that's too small. 00:33:01
You get it. 00:33:19
We have to make a reference. 00:33:23
Are you primary teachers? 00:33:27
No. 00:33:29
Is there any primary teacher? 00:33:31
No. 00:33:33
And now you check it with the right. 00:33:53
With the proper structure. 00:33:55
And it should work. 00:33:57
It should collapse. 00:33:59
At that angle. 00:34:01
No, but this way. 00:34:03
You're doing. 00:34:05
And. 00:34:07
Or how did you do it? 00:34:09
This way. 00:34:11
Or. 00:34:13
That's this way. 00:34:15
This way. 00:34:17
And you found. 00:34:19
That's the center of gravity. 00:34:21
When you tilt it. 00:34:23
This angle. 00:34:25
And it folds more or less. 00:34:27
Out of the base. 00:34:29
It would collapse. 00:34:31
It would collapse. 00:34:33
Like this angle. 00:34:35
Or something like that. 00:34:37
Or you can do it this way. 00:34:41
And then you can do it this way. 00:34:43
This way. 00:34:45
That's it. 00:34:47
That's it. 00:34:49
And it should work. 00:34:51
Is it? 00:34:57
Okay, great. 00:34:59
Sounds great. 00:35:01
So now you tilt the cardboard. 00:35:03
Or you try to find. 00:35:05
What's the angle. 00:35:07
We found the center. 00:35:13
The center of gravity. 00:35:15
If you did it this way. 00:35:17
When the vertical. 00:35:19
From the center of gravity. 00:35:21
Here falls out. 00:35:23
Of the base. 00:35:25
It would collapse. 00:35:27
Say this is the limit. 00:35:29
The vertical. 00:35:31
If it's within the base. 00:35:33
It should go back. 00:35:35
To its original shape. 00:35:37
And if it's. 00:35:39
Out of the base here. 00:35:41
It should collapse. 00:35:43
To measure this angle. 00:35:45
The limit angle. 00:35:47
And check it with the true shape. 00:35:49
Say this is. 00:35:51
Like this. 00:35:53
Like that. 00:35:55
That's it. 00:35:57
Theoretically it should. 00:35:59
Collapse at this angle. 00:36:01
This is the. 00:36:03
Vertical. 00:36:05
So at this angle. 00:36:07
At 20 degrees. 00:36:09
It should collapse. 00:36:11
So you check it now. 00:36:13
You do it at 20 degrees. 00:36:15
And it should. 00:36:17
Like that. 00:36:21
Collapse. 00:36:23
If you tilt it a little less. 00:36:25
It should go. 00:36:27
To its original shape. 00:36:29
So did you get it? 00:36:37
Just find it. 00:36:43
The center of gravity. 00:36:45
It's so fun. 00:36:47
You are great. 00:37:05
You put it there. 00:37:07
But. 00:37:13
That's it. 00:37:25
Now we are very few people. 00:37:27
This is a nice moment. 00:37:29
This project today. 00:37:31
General director. 00:37:33
And we approve it. 00:37:35
So I think in this summer. 00:37:37
We will be. 00:37:39
We will be writing. 00:37:41
With the model to create. 00:37:43
That's a nice thing. 00:37:45
The same way I do with the students. 00:37:47
So I will call you. 00:37:49
As soon as we have this ready. 00:37:51
Because maybe you can be involved. 00:37:53
Yes. 00:37:55
And also we are going to propose this. 00:37:59
To the people that are going to Boston. 00:38:01
You know that there is a group of. 00:38:03
Teachers of technology. 00:38:05
Teachers that are going to Boston. 00:38:07
Are they going together all the time? 00:38:09
Are they going all the time together? 00:38:11
Great. 00:38:13
That's a good opportunity. 00:38:15
To meet all the time. 00:38:17
And we are going to propose. 00:38:19
To share also the materials. 00:38:21
In order that we have. 00:38:23
Plenty of materials. 00:38:25
That the people can share. 00:38:27
That's it. 00:38:29
It takes a while. 00:38:31
What can I do? 00:38:33
There is just one book. 00:38:35
In English. 00:38:37
On technology. 00:38:39
There is a friend of mine. 00:38:41
A colleague of mine. 00:38:43
He wrote it. 00:38:45
But it's not that proper. 00:38:47
Everyone wants his stuff. 00:38:49
You want to explain it this way. 00:38:51
You want students to learn this. 00:38:53
It's a nice thing. 00:38:55
Yes. 00:38:57
But imagine. 00:38:59
Here there are 15 people. 00:39:01
There are 30 people. 00:39:03
Going to Boston. 00:39:05
Each one. 00:39:07
That's it. 00:39:09
That's it. 00:39:11
That's great. 00:39:13
And we are not too many people. 00:39:15
We can get on with the others. 00:39:17
It's organized very well now. 00:39:19
What do you think? 00:39:25
Did it work? 00:39:27
I suppose it should. 00:39:29
In other ways. 00:39:35
Maybe. 00:39:37
The girl was doing this way. 00:39:39
Drawing the center of gravity here. 00:39:41
If you did it this way. 00:39:43
You have to find. 00:39:45
That's a limit. 00:39:47
It goes here. 00:39:49
Do you like it? 00:39:51
Did you like it? 00:40:03
Let's have some. 00:40:07
So interesting. 00:40:17
I've learned something new. 00:40:19
We have this center of gravity. 00:40:23
And the angle should be this. 00:40:25
That's it. 00:40:27
Then you should check it. 00:40:29
Why do you want to draw it again? 00:40:31
Do you want a piece of paper? 00:40:33
No. 00:40:35
It's to measure the angle. 00:40:37
The proper way. 00:40:39
It's really accurate. 00:40:41
What is this? 00:40:43
I think it collapsed. 00:40:47
Maybe you have to build it again. 00:40:51
Isn't it this one? 00:40:57
If you didn't want to do it so properly. 00:40:59
You could just do it here. 00:41:01
Draw it here. 00:41:03
It's kind of the way you do with the ceiling. 00:41:05
Just draw it here. 00:41:07
And check. 00:41:09
Check whether it works. 00:41:11
The vertical is right there. 00:41:13
If I moved a little bit more. 00:41:15
It would collapse. 00:41:17
And a little bit less. 00:41:19
It shouldn't collapse. 00:41:21
Sometimes it doesn't work properly. 00:41:23
The weight is not uniform. 00:41:25
It's not homogenous. 00:41:27
The weight depends. 00:41:29
That's something I have to tell you. 00:41:31
Approximate this. 00:41:33
That's it. 00:41:35
We check it. 00:41:37
Taking three points. 00:41:39
Did I make it at the same point? 00:41:41
Great. 00:41:43
The three of them. 00:41:45
Great. 00:41:47
Let's finish the thing if you don't mind. 00:41:49
By the way. 00:41:59
Let me tell you what. 00:42:01
Before we finish. 00:42:03
We didn't take into account. 00:42:05
Or we thought. 00:42:07
We assumed the shape. 00:42:09
The thing was homogenous. 00:42:11
If it had more weight. 00:42:15
In the lower part of the structure. 00:42:19
It wouldn't collapse as easily. 00:42:21
As if it's uniform. 00:42:23
It depends on the weight. 00:42:25
This is stages of horses. 00:42:27
Standing up. 00:42:31
They have more weight at the bottom. 00:42:33
This is supposed to be homogenous. 00:42:35
That's something I didn't tell you. 00:42:37
Like a bottle. 00:42:39
If it would be filled. 00:42:41
It would collapse. 00:42:43
It depends on the weight. 00:42:45
If you empty it a little. 00:42:47
It would collapse differently. 00:42:49
That's it. 00:42:51
Did you like it? 00:42:53
Those lessons. 00:42:55
You were asking me about assistance. 00:42:57
When I know. 00:42:59
I'm going to have a tricky lesson. 00:43:01
I ask them to come. 00:43:03
Instead of joining. 00:43:05
I explain to them. 00:43:07
That's the thing. 00:43:09
Before you have to explain. 00:43:11
I don't say it very well. 00:43:13
You spend 3 or 4 lessons. 00:43:15
To have their help. 00:43:17
It's worth it. 00:43:19
If you have everything. 00:43:21
When I was telling you. 00:43:23
About the English teachers. 00:43:25
They plan every single lesson. 00:43:27
We have an English teacher. 00:43:29
Who is the head. 00:43:31
Of this bilingual department. 00:43:33
She's got a thick. 00:43:35
Notebook. 00:43:37
Teachers notebook. 00:43:39
She's planned every single lesson. 00:43:41
This lesson. 00:43:43
I'm going to do this. 00:43:45
10 minutes for this. 00:43:47
It's crazy. 00:43:49
They are pushed a lot. 00:43:51
By the government. 00:43:53
To keep the schedule. 00:43:55
Sometimes there are factors. 00:43:57
There have been things in the class. 00:43:59
That cannot be planned. 00:44:01
So much accuracy. 00:44:03
It's impossible to reach. 00:44:05
At least in my classroom. 00:44:07
Every single school. 00:44:09
Has different activities. 00:44:11
They go out. 00:44:13
They go to visit. 00:44:15
They've got an exchange trip. 00:44:17
They've got an outing. 00:44:19
We can't plan. 00:44:21
15 minutes class. 00:44:23
We can't reach. 00:44:25
But it's the same. 00:44:27
For the heads of the school. 00:44:29
They can't plan. 00:44:31
Even the assessment meetings. 00:44:33
With. 00:44:35
10 days in advance. 00:44:37
You have to plan very. 00:44:39
Improvising. 00:44:41
How often do you have the assistance? 00:44:43
Once a week? 00:44:45
I've got once a week. 00:44:47
For each group. 00:44:49
As you see. 00:44:51
I've got one lesson a week. 00:44:53
For these ones. 00:44:55
I've got two lessons. 00:44:57
Once for the tutor lesson. 00:44:59
Once for the ICT lesson. 00:45:01
And that's it. 00:45:03
For the fourth years. 00:45:05
I'm teaching ICT. 00:45:07
I take advantage of the assistant. 00:45:09
In the theory lesson. 00:45:11
Instead of the other way around. 00:45:13
There are 20 people. 00:45:15
And I can manage with them. 00:45:17
In the ICT room. 00:45:19
But the theory lesson. 00:45:21
I want them to hear. 00:45:23
To listen to a proper native one. 00:45:25
They can speak well. 00:45:27
Or badly English. 00:45:29
I don't speak true English. 00:45:31
And the words are different. 00:45:33
I might say component. 00:45:35
Instead of component. 00:45:37
And you learn every single day. 00:45:39
When you start teaching in English. 00:45:41
You will learn a lot. 00:45:43
That's the thing. 00:45:45
Maybe it sounds strange. 00:45:47
Much more than learning from going abroad. 00:45:49
You learn a lot. 00:45:51
I was in Ireland last year. 00:45:53
I was teaching there for four months. 00:45:55
There was a project. 00:45:57
Silvio was running. 00:45:59
It was really interesting. 00:46:01
I met nice people. 00:46:03
I was in the school. 00:46:05
Eventually I taught myself. 00:46:07
Irish students laughed at me a lot. 00:46:09
When I said those kinds of things. 00:46:11
Like component. 00:46:13
Instead of effort. 00:46:15
It's difficult. 00:46:17
They learn a lot by reading. 00:46:19
They get lots of input in English. 00:46:21
That's the thing. 00:46:23
Eventually I think it's interesting. 00:46:25
That's it. 00:46:27
Are we finished? 00:46:29
Thank you. 00:46:31
Applause 00:46:33
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Germán Cabrales Goitia
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
1300
Fecha:
25 de enero de 2011 - 16:19
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
Duración:
46′ 43″
Relación de aspecto:
1.31:1
Resolución:
480x366 píxeles
Tamaño:
299.32 MBytes

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