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Taller: Hands on Science

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Subido el 11 de enero de 2011 por EducaMadrid

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Taller "Hands on Science" por D.Andrés Álvarez Villamayor, 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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More or less. 00:00:00
As you can see on the screen, the topic of the presentation is about science and ICT. 00:00:18
It's more about science than ICT, but it's a sort of combination between both. 00:00:24
The name of the project is Hands on Science and the title is Use ICTs in the Bilingual Classroom. 00:00:30
Hands on Science is the name of the project I'm carrying out this year in my school. 00:00:36
I just start from scratch and I made it up by myself. 00:00:43
So I will tell you how, I will tell you the reasons, I will tell you the methodology, 00:00:48
I will show you some bibliography and webbiography about the project. 00:00:52
And actually, my workshop is particularly relevant for those of you who want to change the routines of the science lessons. 00:00:59
For those of you who want to add some kind of innovation in the classes. 00:01:11
And for those of you who want to get the students active participants in their learnings. 00:01:17
So it's not focused on content, it's more focused on practice. 00:01:23
And ICT is just an excuse to display what we have done in class. 00:01:27
It's more a resource to help me to show what I've done in class, not a resource in itself. 00:01:34
Well, I divided my presentation in two parts. 00:01:43
The first part will tell you what the project consists of. 00:01:48
The objectives, the reasons, the methodology. 00:01:52
We'll take a look at the webpage as well. 00:01:56
I will show you some experiments we have done in class. 00:01:59
And the second part of the presentation is much more active, that's what I really like. 00:02:04
So we're going to do some experiments here. 00:02:10
Sort of experiments that we have done in class with the students. 00:02:13
But you are going to do it. 00:02:16
So you can see that it's possible to do it. 00:02:18
And well, it's just a matter of planning in advance. 00:02:20
So I would like to ask you a few questions before starting with the presentation. 00:02:24
So have you done experiments in your classes, in your science lesson classes? 00:02:28
Sometimes you say yes. 00:02:33
What for? What was the experiment about? 00:02:36
Volume. 00:02:39
Volume. 00:02:40
Volume, volume. 00:02:41
Volume, mass, mass. 00:02:42
Did you do experiments more or less each week, each unit? 00:02:44
It depends on the unit. 00:02:49
It depends on many... 00:02:51
Circumstances, yeah. 00:02:54
Circumstances, because it takes a lot of time. 00:02:55
And, for example, you need microscopes, or I can't carry five microscopes to work in small groups. 00:02:58
It takes a lot of time to prepare it and to do everything. 00:03:05
And the other one, maybe, is not as good as you. 00:03:09
As expected. 00:03:12
Yeah, as expected. 00:03:13
So it wasn't successful. 00:03:14
It depends. 00:03:17
Because every time they change their routines, you know, they're really excited. 00:03:18
And they pay more attention on the process than... 00:03:25
On the results themselves. 00:03:29
Uh-huh. 00:03:31
Any of you who tried to do experiments in class? 00:03:32
You two. 00:03:37
And how was it? 00:03:38
Well, we planted seeds in the neighborhood. 00:03:40
Now they're almost starting to reach out. 00:03:44
And we had lovely, lovely plants from different seeds. 00:03:48
From bean seeds and... 00:03:55
Grains. 00:03:58
...ancho seeds. 00:03:59
And also we experimented with some celery on some product, water product. 00:04:02
And explaining the photosynthesis. 00:04:13
Fantastic. 00:04:16
They could experiment and they could check how the celery can absorb the water color. 00:04:17
DNAs. 00:04:26
Yeah. 00:04:27
Fantastic. 00:04:28
I usually use experiments as a daily routine in my class. 00:04:30
Okay. 00:04:37
Yeah. 00:04:38
So fantastic. 00:04:39
Two different opinions. 00:04:40
One wasn't successful. 00:04:41
The other one was absolutely positive. 00:04:43
Yeah. 00:04:45
So I suppose that all of you teach science. 00:04:46
But only two people. 00:04:51
Or three, four people can do it. 00:04:53
We do it in class. 00:04:56
What happens is nobody ever taught us how to do it. 00:04:58
That's it. 00:05:03
Yeah. 00:05:04
It's true. 00:05:05
I started from scratch. 00:05:07
Yeah. 00:05:09
Yeah, I started as usual, making mistakes. 00:05:10
You know, grouping children with different problems. 00:05:13
It was a complete mistake. 00:05:17
But, you know, bit by bit you can improve. 00:05:20
And that's what I'm going to show you now. 00:05:24
But after starting with the presentation, I would like to draw your attention to one question. 00:05:28
Just imagine now a PE lesson with 25 to 23 children seated in the chairs, 00:05:32
reading about sports or about games or about the human body. 00:05:39
How would you find it? 00:05:45
Absurd. 00:05:47
Ridiculous. 00:05:49
A PE lesson with all children seated. 00:05:51
But imagine, that's what we are doing in science. 00:05:54
We are missing a nice opportunity to get our students active. 00:05:57
To make them research. 00:06:02
To make them elaborate. 00:06:05
To make them predict conclusions. 00:06:08
We are missing a fantastic opportunity. 00:06:12
But it's true. 00:06:15
Never, ever taught us how to do it. 00:06:16
But, you know, that's an excuse. 00:06:19
Simple excuse. 00:06:21
You can do it. 00:06:23
And I will show you how. 00:06:24
I will show you my way. 00:06:25
Then. 00:06:27
Okay. 00:06:29
Look. 00:06:31
Okay. 00:06:33
As a way of introducing the unit, the project, Hands on Science, 00:06:34
this is my first year with the project, so I'm... 00:06:38
It starts from a bilingual classroom with 25 students, 00:06:41
each three groups of students in Quinto and in Sexto, 00:06:45
during two years in the third cycle in Quinto and in Sexto. 00:06:48
This year was in Quinto. 00:06:52
Next year we continue in Sexto. 00:06:54
About 16 units with 28 experiments approximately in total. 00:06:56
14 in Quinto, 14 in Sexto. 00:07:03
And then the project contains a set of adaptives. 00:07:06
Let's say adaptives. 00:07:11
I don't like to photocopy an experiment from a book. 00:07:14
Just present it. 00:07:18
No, adaptives. 00:07:19
Each class is different. 00:07:20
Each group of students is different. 00:07:21
Each level is different. 00:07:23
So we have to adapt it, change some things. 00:07:25
Classroom experiments and a website. 00:07:29
The website permits us to display the experiments 00:07:33
and to get our students active with online and printed activities 00:07:38
that they can play in the web page 00:07:43
and they can download to do at home if they want to. 00:07:45
Continue. 00:07:51
Why? 00:07:53
What's the reason for this project? 00:07:54
There are lots of reasons. 00:07:57
The most important is children demand it. 00:07:58
They ask me to do something more active 00:08:02
instead of reading the book, 00:08:05
as we do in Conocimiento del Medio en Español. 00:08:07
They ask me to do something more active, 00:08:10
more attention-catching. 00:08:14
And if children demand it, 00:08:17
sure, you get high motivation. 00:08:20
For sure. 00:08:24
So you can take advantage of their motivation, 00:08:26
their interest to do it. 00:08:29
Second reason is a first-hand experience. 00:08:32
This is a methodological reason. 00:08:35
If they learn how to do it by themselves, 00:08:38
they will remain, 00:08:41
the content will remain in them. 00:08:44
It's a first-hand experience. 00:08:47
It's long-lasting. 00:08:48
More than a content that they read in class 00:08:50
or that they learn how to repeat it 00:08:52
or they memorize it at home. 00:08:54
They do it, so they learn by doing. 00:08:57
Third, the use of ICT. 00:09:01
They ask me to do something with computers. 00:09:04
They ask me to do online activities. 00:09:06
So why not? 00:09:08
We can combine them in the website, 00:09:09
the ICT and the experiments. 00:09:12
And finally, as I told you before, 00:09:14
I work in a Colegio Bilingüe 00:09:17
for the Convenio of the British Council. 00:09:19
So our curriculum is integrated. 00:09:21
It combines elements from the British national curriculum 00:09:24
and the Spanish ones. 00:09:27
And one of these elements that we can use, 00:09:29
that we can mix, 00:09:31
is the use of experiments, 00:09:33
the use of practical activities 00:09:35
instead of focus on the memory of our learners. 00:09:37
So, we continue. 00:09:41
Well, the objectives. 00:09:47
There are more objectives than these six, seven, 00:09:50
but I've selected the most important. 00:09:54
They are mixed, so this is not the most important. 00:09:57
First, get in contact with authentic and communicative materials. 00:10:02
As you will see in the website, 00:10:05
all the materials uploaded 00:10:06
or the activities embedded are original. 00:10:08
They have been taken from original websites, 00:10:11
American, Australian, British. 00:10:14
I use our original materials to adapt the activities. 00:10:18
So this is absolutely original and authentic. 00:10:24
Second, promote practical science at school. 00:10:28
Obviously. 00:10:30
Instead of promote theoretical memorization of contents, 00:10:32
one of practical science. 00:10:35
Develop basic research skills. 00:10:37
You will see later in the experiments 00:10:39
those basic research skills. 00:10:43
Set compulsory practical sessions in most units. 00:10:45
That's it. 00:10:48
It's compulsory, 00:10:51
so each unit contains one or two experiments, 00:10:52
more or less, 00:10:56
so more than less. 00:10:57
So one, two, three, compulsory. 00:10:59
Approximately each unit has three sessions with experiments. 00:11:02
The first two, we do the activity with a practical experiment, 00:11:06
and the third one, they make an oral exposition 00:11:10
of what they have done before in class. 00:11:13
So we have three sessions devoted to the experiments. 00:11:18
Boost learners' interest and active participation, for sure. 00:11:23
Always. 00:11:28
Even if sometimes some lack of discipline is permitted. 00:11:30
Not so much. 00:11:38
Some lack of discipline is permitted. 00:11:40
Encourage the use of ICT at school, obviously, 00:11:42
and improve learners' language skills. 00:11:45
That's fantastic. 00:11:47
Because at the same time that they are learning English 00:11:49
with a native teacher, 00:11:52
I'm taking advantage of those contents that they are learning. 00:11:54
If they are learning about the present and the past, 00:11:59
I ask them to do the oral presentation in the present or in the past, 00:12:02
as they like. 00:12:06
So we can take advantage of the knowledge they are learning 00:12:08
from the native teachers in English. 00:12:12
We continue. 00:12:15
Next. 00:12:18
Okay, as I told you before, the project is composed of two main components. 00:12:23
First, the website, and second, the experiment sessions. 00:12:28
We'll take a look at the website, and we'll come later to the experiment. 00:12:31
Okay, this is the website. 00:12:36
It's a free domain, so it costs nothing. 00:12:38
And before clicking on the webpage, 00:12:43
I would tell you that the website permits us 00:12:45
to upload printed materials and worksheets. 00:12:48
It is a fantastic way to display what we do in class. 00:12:52
It's even better than a poster or a mural. 00:12:58
You are able to display all that you do in the Internet. 00:13:01
It will be more available to the children and to their parents as well. 00:13:06
Third, learners' active participation. 00:13:11
Learners write the footnotes of the pictures. 00:13:14
They take pictures when we are doing the experiments. 00:13:17
They write comments, and they play the games uploaded and embedded. 00:13:20
It permits learners to work at their own pace, 00:13:26
so they can work at home or at school. 00:13:30
Most of them work at home, and they do the activities at home, 00:13:34
even on the weekends. 00:13:39
And feedback, yes, of course. 00:13:41
There is a guestbook in the website where children can write their comments 00:13:43
if any activity doesn't work, 00:13:48
if they don't understand what to do in a particular activity, 00:13:50
if they want to change it, 00:13:53
they can give me some suggestions. 00:13:55
So it provides really valuable feedback. 00:13:58
This is an example of an activity. 00:14:02
Students took the photos, they wrote the footnotes, 00:14:05
and, well, they did this. 00:14:09
This is about testing carbohydrates and sugar and starch. 00:14:12
So the whole process is, more or less, explained in the pictures. 00:14:17
So if you want, you can do it. 00:14:26
You can use even the worksheets uploaded. 00:14:29
We haven't looked at the plates yet, because we are short of time. 00:14:32
Here are some works that students wrote. 00:14:37
They are misplaced. 00:14:41
And, well, apart from the menu, apart from the experiments, 00:14:45
here are activities to print. 00:14:52
They are organized in terms as well. 00:14:55
And the online games and activities. 00:14:58
You choose a unit, and there are plenty of activities that you can do. 00:15:01
Fantastic. 00:15:07
Unit 5 was about human-beings interaction. 00:15:09
So there are links to those activities. 00:15:13
Those activities have been selected by me, so they are adapted. 00:15:19
They are adapted to their level. 00:15:23
Maybe you will find them too easy or too difficult, 00:15:25
but they are adapted to their level. 00:15:28
So, you know, after 24 hours exploring websites, 00:15:32
you can take, more or less, 5 or 6 activities. 00:15:37
Because there are lots of activities, 00:15:40
but not all activities are appropriated for your students. 00:15:43
It's not the same that you are aiming. 00:15:47
There are links, and there are also lots of embedded activities. 00:15:51
Lots of embedded activities that you can play here. 00:15:56
You can take a book, play a game. 00:16:05
And they are the same contents that we are doing in class. 00:16:09
Videos. 00:16:13
Oops. 00:16:15
I know. This is from BBC, I think. 00:16:16
Free to upload. 00:16:18
Sorry? 00:16:24
Yes. 00:16:25
Can I ask you something? 00:16:39
When do you carry out this practice? 00:16:41
In the beginning of the unit? In the end? 00:16:43
At the end of the lesson. 00:16:46
At the end of the unit. 00:16:47
At the end. 00:16:49
But if you have more questions, wait a couple of minutes. 00:16:50
So, wait now. 00:16:53
Well, that's the website. 00:16:56
Quickly. 00:16:59
We'll take a look at the experiment sessions. 00:17:01
Quickly. 00:17:03
Okay. 00:17:06
The experiment sessions consist of hands-on work, 00:17:07
set of activities, 00:17:10
and neural exposition that they do in class, 00:17:12
in front of their friends. 00:17:15
Neural exposition, children in groups there, 00:17:18
doing what they have done, using pictures, posters, 00:17:21
as they like. 00:17:24
And experiments. 00:17:26
Experiments. 00:17:29
Why? 00:17:30
First, they learn by doing. 00:17:31
Second, 00:17:34
a careful classroom management avoids disruption. 00:17:36
Yeah, I think sometimes it's difficult 00:17:39
if your group is really bad. 00:17:41
But, you know, if you keep an eye 00:17:43
on those particular students 00:17:46
and you organize the groups according to their levels, 00:17:48
it may be less disruptive than you think beforehand. 00:17:52
So, try to mix the students, to organize. 00:17:56
That's the key. 00:17:59
Change the display of the classroom. 00:18:01
Put four groups in four corners. 00:18:03
You don't want them to speak. 00:18:05
Oh, I don't know. 00:18:07
Well, and demonstration versus research. 00:18:10
That's a very interesting point. 00:18:13
Many of these experiments are not based on research aspects. 00:18:15
They are merely demonstrations of principles and rules. 00:18:19
So, I think that even if they are not research experiments, 00:18:23
they are useful for us. 00:18:29
We are teaching children, not universitarios. 00:18:31
We are teaching children, not universitarios. 00:18:35
So, I think that we have to keep a balance 00:18:39
between those experiments that promote research, like yours, 00:18:43
the one with the sprouting seeds, 00:18:47
like the FERT test. 00:18:50
I don't know if you know the FERT test methodology. 00:18:52
You change one condition of the experiment 00:18:55
and you keep the rest of the factors the same, 00:18:58
and you see what happens. 00:19:01
That's fantastic. 00:19:02
That's research. 00:19:03
And demonstration. 00:19:04
You have to demonstrate what happens 00:19:06
if you combine some elements, 00:19:08
if you mix some products. 00:19:10
What happens? 00:19:13
More on this demonstration. 00:19:14
In all cases, I think they are useful for us. 00:19:15
But we have to keep a balance 00:19:18
between research activities and demonstrations. 00:19:19
Logical and inductive sequence. 00:19:22
Never without respect to research. 00:19:24
It's a very common mistake. 00:19:26
It happens to me too. 00:19:29
We tell the children what's going to happen. 00:19:31
Never do it. 00:19:35
Never. 00:19:36
Even if it's a chaos, 00:19:38
never tell them what is expected to result. 00:19:40
So, follow a logical and inductive sequence. 00:19:45
How? 00:19:47
Start with an introduction. 00:19:49
You can write short tests introducing the topic. 00:19:51
Continue with predictions. 00:19:55
Children can write hypotheses. 00:19:57
They can predict the outcome. 00:19:59
How? 00:20:01
Circle answers. 00:20:02
Ticking. 00:20:03
You can give them the answers. 00:20:04
They have to choose what they think happened. 00:20:06
Next, the process. 00:20:09
That's the most important part. 00:20:11
The research and demonstration. 00:20:15
And finally, the conclusions. 00:20:17
Compare initial predictions with the final outcome. 00:20:18
So, it's a cycle. 00:20:22
We continue. 00:20:25
Well, after this, 00:20:27
this is the bibliography I've used to do this. 00:20:29
There are lots of ideas. 00:20:32
Most of these webpages are from America, 00:20:34
from New Zealand, from England. 00:20:37
They are fantastic if you need ideas. 00:20:39
But you know, it requires lots of time 00:20:42
to explore websites, to take ideas, 00:20:45
and to adapt it into the group class. 00:20:48
And this is my library. 00:20:52
Most of the books I've consulted are here. 00:20:55
This is a pretty fantastic book. 00:20:58
I've done plenty of experiments. 00:21:01
I think that the last chapters are only experiments. 00:21:03
They give you the clues. 00:21:07
They give you the hints to do it, to adapt it. 00:21:08
So, for most of them, this is fantastic as well. 00:21:11
Developing science language. 00:21:15
And this is it. 00:21:18
You can take some ideas from this one as well. 00:21:19
They're quite expensive. 00:21:22
That's perfect. 00:21:26
Well, we arrived to the... 00:21:27
Any time now? 00:21:31
Well, if you have questions about the presentation, 00:21:32
it's time now. 00:21:36
I found in a course that often websites change 00:21:41
every three, six months. 00:21:44
Do you check? 00:21:45
Yeah, I check it. 00:21:46
And the students check it for me. 00:21:47
So, they write comments in their guestbook. 00:21:51
But the materials you've adapted, 00:21:55
if the websites are different, 00:21:57
then you can still use them? 00:21:59
Usually, they don't change. 00:22:02
Because they are taken from... 00:22:04
BBC. 00:22:06
BBC, PBS, Nova. 00:22:07
Most of them are taken from channels, TV channels, 00:22:11
or from... 00:22:14
pages that belong to business groups. 00:22:16
They don't try to sell you anything, 00:22:19
but many are business groups or even ministries. 00:22:21
So, they usually don't change. 00:22:25
But students, they check it. 00:22:27
And they tell me if the link doesn't work or not. 00:22:29
More questions? 00:22:33
Do you have any problem with the author's rights 00:22:35
about the videos? 00:22:40
What do you mean? 00:22:42
BBC and... 00:22:43
No. 00:22:44
I mean, because someone told me in the past 00:22:45
that it's not a good option to upload the videos 00:22:48
in our website. 00:22:55
So, just write the links. 00:22:56
Okay. 00:22:58
I don't earn any money doing this. 00:22:59
I know. 00:23:01
So, it's free. 00:23:02
But there are lots of webpages 00:23:03
that permit you to embed the activity. 00:23:05
BBC permits you to embed it. 00:23:08
So, I think that you can do it. 00:23:11
But, you know, that's true. 00:23:15
Maybe... 00:23:17
I'm trying to enforce the law, 00:23:18
but I don't care. 00:23:20
I don't earn money doing this, 00:23:22
so I don't think I profit from it. 00:23:24
Thank you. 00:23:27
Any other questions? 00:23:31
Yeah. 00:23:37
I will show you later, okay? 00:23:38
We are supposed to be divided in groups 00:23:40
to make experiments. 00:23:43
No. 00:23:45
I want to divide ourselves. 00:23:46
Okay. 00:23:48
I thought that we would be more or less 30 people, 00:23:49
so I prefer experiments. 00:23:52
There's five. 00:23:54
To do it here in class with you. 00:23:56
So, I would like to organize yourselves, please, 00:23:58
in groups. 00:24:01
In six groups. 00:24:02
Five groups will do experiments. 00:24:04
There's five. 00:24:06
And the rest in the sixth group 00:24:07
will explore the website here on the computer. 00:24:09
So, if you please organize yourselves in groups. 00:24:12
Not in small groups. 00:24:17
I'll give you a hint. 00:24:20
Thank you. 00:24:22
If we don't make the children participate, 00:24:34
move, act. 00:24:37
Yes, it's complicated at first, 00:24:39
but give more time. 00:24:41
Try. Try to do it. 00:24:43
The webpage is a fantastic, fantastic, 00:24:45
and very easy, cheap way to display 00:24:47
what you do in class. 00:24:50
So, take advantage of it if you want to. 00:24:52
And that's it. 00:24:55
Thank you very much for your attention. 00:24:56
Thank you. 00:25:07
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
D.Andrés Álvarez Villamayor
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
333
Fecha:
11 de enero de 2011 - 12:51
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.
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