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Comenius Regio Madrid-Edinburgh 2015. Madrid. Second visit.
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Comenius Regio Madrid-Edinburgh 2015. Madrid. Second visit. December 4, 2014.
visiting the classrooms and the space of the library. They had a wonderful library there.
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And classroom instruction was the aim of our second mobility in both countries.
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On their second visit to Tres Candos, Ms. Owen and Ms. Pretty delivered three lessons in years one, two, and four.
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About schools in Scotland, here they are with the Year 1 students. This is what they did, the final project, which was the Leave the Flats School.
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Behind those windows you can see classrooms, libraries, dining rooms, many places.
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And then here we have Bethan working with year two students.
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This is the poster they made and shows the Edinburgh Royal Mile and all the places there.
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And she was doing some activities with the students.
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These posters were designed and elaborated by teachers and students at both schools in Edmonton.
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And then in our second year, this is what they did in year four.
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First they had an arts and crafts activity where the students were doing some kind of
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kind of bracelets, and butchers, and then they had a cake.
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So here we have the students doing the dancing.
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And then this is our second visit to Edinburgh.
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In this second visit, we taught two mini-lessons
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in Spanish in B1 and B6.
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And then we had the chance to teach several lessons
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about rainforests, the topic that Ms. Owen was covering
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right then.
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And we planned an art unit about ourselves,
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jungle paintings, the different team, two lessons.
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The students had a chance to learn some interesting facts
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about the artist's life and work,
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and describe some of these paintings,
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and then they created their own jungle paintings
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inspired by themselves.
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This interactive event has already been used at IES Manuel de Challa, here in Madrid, for arts events,
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have used Rousseau's paintings to write descriptions of a work of art, and it will be soon put into practice in our school.
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So these are the students working on their pictures, and these are some of the final pictures.
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The warm response from both people and teachers in Editha and the whole process in the making of the unit have been challenging and rewarding and also facilitated the future of our own teaching practice.
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Here we are, with the little ones, with a Spanish-speaking lesson, and we're singing a song.
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And this is one of the activities we had a chance to do at the CAC when we weren't students.
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We weren't very stressed with it.
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But it was a wonderful activity to put into practice here, too.
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Well, as you can see, it's a crime scene.
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Also, this new year, there has been a Scottish Corner at our school.
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Set out in our school school where the students show their work they have produced on the history and culture of Scotland.
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These activities were designed by the English teachers in English, Social Science and Art.
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And we intend to keep this activity going from transforming it into an interactive space where people show their work together with a set of resources such as
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or quizzes, or any lectures adapted for different levels at school.
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And then, along these years, we have attended a number of social and cultural activities.
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Acadic is a wonderful school, but I cannot pronounce that thing, so don't ask me.
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So we had a wonderful show there, we had dinner, then we had Acadic,
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We were dancing, as you can see in here, we had great fun.
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This is the school too,
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which we had paid for the Gazette in
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where these kind of second graders were talking
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to us about their school.
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Then we had a Spanish show at our school here
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that I like this and there were some students from our school playing the recorder, then there was a
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foreign student singing, some people from Torrejón played Joaquín Llume who helped us with everything
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performing Pato de Lucia. So it was very good. And then we had scenes that was like, here is
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Betta making noise. And here are some of the students that were performing for us there.
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I mean, whose wall was all around? We cannot see, but there was an incredible amount of people in there.
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So, we not only enjoyed ourselves, but we made it with our old school communities, bringing into life the amount of our project,
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and we have shared different teaching approaches, classroom management tips, resources and materials, activities, and both curriculum guidelines.
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Personal and professional enrichment gives us the possibility to continue our cooperation with our partners.
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Thank you so much, Elena. You can see how much we suffered in those counter activities.
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There is photographic evidence of that. So last but not least, I would like to present
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Joaquin Blume and our representative from Top Cross Primary. So they had, last week they brought a group of students to Edinburgh. So we had a student exchange. So let me welcome Miriam and Lynn to the presentation.
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I'm going to just speak to you a little bit about a project that Miriam and I have been working to do here at Old Cross and Wacky and Bruny.
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We had a very successful visit last week. We had students that came from Miriam's school to be with us for a whole week in Edinburgh and that was a wonderful learning experience.
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So I'm only just going to talk about the impact on Toll Cross and about the partnership with
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Miriam. Miriam is going to talk a little bit more about planning for a visit and things
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that had to be taken into consideration when you bring 24 students and 5 teachers to Edinburgh
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from Madrid. This is also looking at 2 plus primary school and clinical backing unit.
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This is a very special photograph for me because it was the first time that I met Miriam and Alberto.
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And in the initial visit we identified some areas that we would like to work on, the two schools we would like to work on.
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Miriam was very interested in developing cognitive language, cognitive learning strategies in her school with her teacher.
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And I was quite interested in finding out a little bit more about teaching languages, how target language was delivered in Madrid.
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and to look at how that would impact on language teaching within a middle school setting.
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At this point we actually talked about the visit to Edinburgh.
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So this is where it all started, the planning for it.
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So it was really two years in the process from the initial idea,
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which is Miriam bringing a group of students to Edinburgh to talk cross.
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Once Miriam and I, once we had had our initial meeting,
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We began to look at ways in which we could develop great relationships with our children, with our schools and with each other.
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We started to write letters to each other, we had information circles that we passed on,
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and Miriam's pupils had made an information video for us in Spanish that supported some of the Spanish learning that we were doing at Tollcross and that was great for us.
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Miriam asked what kind of things we were learning at Toe Cross in Spanish and her children produced a video that helped support them in the Spanish language learning in our school.
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Then we had a visit from Pablo and Alberto and Lilia who came to Toe Cross. It was lovely to have them.
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We had the opportunity to go into classes and observe teaching. We also had the opportunity to have a very nice lunch.
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And just an opportunity to talk more about the project and how you would build the relationship
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and move forward together. This is an image of my students watching a video that many
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of the students had produced for them in Spanish. And I think it was the speed of the Spanish
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that they were most taken aback by. Because often when you're learning another language
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speak very slowly, and the speed of, we have, we have, we have, oh, oh, that's very, very
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fast, which gave them a really good idea of what it was like to listen to a native speaker
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of Spanish, so that was really good for us.
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This, we then looked at how did we work together in partnership, and I went out to Madrid and
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and worked with Miriam on some of the co-opted learning strategies that she was interested in.
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And what we did was I really wanted to try and involve the students at Trollcross as much as I possibly could
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because I felt that the project wasn't just something that would benefit Miriam and I,
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it wasn't just something that would benefit both schools, but it was something that would benefit the students in the school.
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And this is just a little video clip of Abby.
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We prepared resources to take to Wacky and Groovy,
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and that includes an instruction video talking about what the task should be.
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We also modelled the learning from the Spanish students as well as we could see what the lesson would look like.
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A quarter lesson, what a quarter lesson would look like.
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This is just a little video clip of Abby.
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Hello from York Cross Primary.
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Today our whole class is going to be showing you how to be doing the lessons that you would do if the Spanish comes to visit you.
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Today you have three minutes on the timeline to complete the scheme showing you the places to go in Edinburgh by the holiday.
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After you've done this and you've built up the whole ground in the tower, you should be able to go to the next section.
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That was read so that the children could have this instruction video, so when we went out to work in Wacken Looney,
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the instruction video was actually delivered by all the pupils at Tote Cross.
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And then we modelled the learning for the students in Wacken Looney. I'll just let you see this quick video clip.
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I wanted to just model what a cooperative lesson looked like so that the students could
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see it and then you'll see later on that the students at Wacken Bluey then did a similar
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lesson in their own school setting. We were looking at co-operative learning strategies which were really what we focused on in our partnership
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to across the Wacken Blueway. The co-operative task that we did with the students involved completing tasks as a group, reading back on the lesson, taking notes, presenting
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information in different ways and Anne and I were both in Wacken Blueway and we delivered the lesson in completely different ways. It was the same lesson but I did it in a completely different way from how Anne did it.
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And that meant that Miriam got the opportunity to observe the same lesson with different strategies being used both times.
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Now once the students have produced the poster, I'll just go back a little bit, sorry.
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I think it's pinned down, Claire, but anyway, sorry.
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These are two students from Wacken, and they were just talking about the learning and presenting their poster to the class.
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So again, a really exciting context for using English in a very real way.
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So that just shows you a more significant level of language that the pupils at Wacky and Bloomy were using, which was really impressive.
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So for those people just to work with Anne and I for two sessions, and then be able to talk about botanic gardens as experts, was really fantastic.
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So if you ever want to go to the botanical gardens in Edinburgh, you can watch the video clip and get all the highlights.
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That's very well presented.
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This was a very exciting part of the project for me.
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The next stage of the communities project was when Miriam came to Edinburgh and delivered a cooperative lesson using some of the strategies we'd been working on together, but exclusively in Spanish.
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And that was fantastic, and I know the history of the university we're doing as well.
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And that was really interesting for me to watch my pupils working with Miriam.
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and just seeing just the kind of visual aids that Miriam was using and repeating vocabulary,
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all the strategies and techniques she was using so the children could understand the instructions in Spanish
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and that was really exciting for me to watch.
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And this is just an image of some of the pupils at Toll Cross working on the activity that Miriam had created for them.
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Leading up to the visit, we were very excited about the group of Spanish students coming to Toe Cross
00:17:32
and I think we were the first Edinburgh primary school to host a visit of this kind, so it was very exciting for us and I know it was for William as well.
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We were very fortunate in that we had a native Spanish speaker with us for a six week placement from one of the universities in Madrid
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And basically my children got daily Spanish lessons and to see the improvement in their Spanish it was fantastic because Latifia was able to work with them directly for the six week period.
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So we really looked at the purpose to learn in Spanish because we knew that we had this group of students coming two-toed cross and we wanted to be able to talk to them.
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Because obviously their English would be so good that we didn't want to just give you an English because that was the worry that that may happen.
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We also wanted to look at producing resources in Spanish.
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Leticia did some recording of stories for us that we could use as a resource for our school.
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We also wanted to look at key phrases in real Spanish when you're talking and having a conversation with someone.
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Leticia worked right through the entire school, so kind of raised the profile of Spanish
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prior to the children coming from Wacky and Blooming and working with us.
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So it means that everybody was excited about the children coming before they even came through the door.
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So it was really exciting.
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Also we had two students from Edinburgh University that worked with us through a scheme that Anne had in place.
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And that was really good as well. We had again two people working with us whose Spanish was really proficient.
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And it also just raised the profile of language learning within our school.
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And also it looked at raising the profile of Spanish within our school.
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We actually had quite a few Spanish children in our school, in Tollcross, as I think there's quite a few Spanish children right across the city, which we had quite a few Spanish families.
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And then we had the big event, Wacking Blue, we arrived at Tollcross and it was really exciting.
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We had a lot of events and activities planned for the children for the week, Miriam will talk more about that later.
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It was an exciting opportunity to use target language, to use Spanish and English in a real context.
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They were so keen to speak to each other, but gave a real purpose to what we were doing.
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We were able to share learning, make new friends, and use the target language, English and Spanish, in a really meaningful way.
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And it really brought the whole project to life. It was really exciting.
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This is some of Miriam's children who were with our younger pupils, and we were teaching them a song in Spanish.
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And that was really great. And we were all joining in with the actions. It was an action song.
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So even if they didn't understand all the Spanish, they still knew some of the words for the body parts.
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And this for me is a really exciting photograph because this is some of Miriam's students, just here at the top, actually joining in with the learning at Tollcross.
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The students just participated in a lesson alongside the Scottish children. It was a fantastic experience. It was really interesting to see.
00:20:37
This is one of Miriam's students leading the lesson. We had looked at a co-operative lesson together, and Marina got up and spoke to the whole class in English, which is amazing to see that confidence. It was just fantastic. We were really sort of inspired by her. It was great to see.
00:20:47
And so she spoke about, this is an activity, I don't know if some people know it, where you have a cloud and you write five things about yourself,
00:21:07
and then somebody's got to guess by asking questions what it actually is.
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How many brothers do you have, if the number two is there, or what is the number of your door in your house.
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So there's lots of opportunities for asking questions and getting answers in Spanish and English.
00:21:28
This was great to see how I had the confidence to get up and speak, speak to my class and share what she had proved I had applied.
00:21:33
This was a Keeley. We've got lots of Keeleys this afternoon. This is the one where you get to see the dancing, hopefully.
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And this was a party that we had with Spanish students and now students were teaching on the Keeley dance.
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It's very short.
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very short then is that total physical response so looking really at the
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community's project the benefits to my school in my context and it isn't
00:22:11
providing a context for learning Spanish a very real context for learning Spanish
00:22:16
it raised the profile of languages it took across it created approaches we took
00:22:20
creative approaches to teaching Spanish we had to look at the resources that we
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available and to try and use them creatively to support our students prior to the visit.
00:22:30
We also had native language speakers at Tollcross, that was great, and we had that leading up
00:22:36
to the visit. I think it increased confidence in language learning because the children
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were using it every day. It also pitted in with, as Bethan mentioned earlier, our 1 plus
00:22:45
2 cluster development plan, so it fits in with what we're planning to do with languages
00:22:51
languages next year, next session, across the whole cluster.
00:22:55
The business had a positive impact in our whole school community, not just my class,
00:22:59
but the whole school community. And I think it was really good for us to have a more international
00:23:03
profile for our school. You know, it's sharing your learning within
00:23:07
your own country, but to share that wider was really
00:23:11
exciting for us. Also, it gave the opportunity
00:23:15
really for Miriam and I to engage in classroom observations,
00:23:19
to observe each other and to observe wider in the school, to share resources and to engage in professional dialogue
00:23:23
really about teaching and learning of languages. That was great to be able to sort of work so closely with Miriam.
00:23:29
An impact of, for me personally, I think it was a wonderful opportunity to share ideas and work with a colleague in Madrid,
00:23:42
reflect on how we teach languages at Old Cross to look at that and look at how we're going to move forward with that.
00:23:50
And sharing learning. It's really exciting to go into somebody else's classroom and to see what they're doing and to sit in their classroom and speak to their learners and be part of that. And I think sometimes we don't have the opportunity to do that as much as certainly I would like to do.
00:23:56
Engaging meaningful professional dialogue, reviewing what we're doing with language teaching and to be quite creative with the resources that we have and to look at maybe using some of our Spanish-speaking parents, some of our Spanish-speaking pupils and to look at how we're going to manage that within our school.
00:24:10
And also the opportunity, hopefully, to continue a partnership with Wacky and Bloomy and to look at how we go forward, how we continue a partnership beyond the project.
00:24:28
Now, nobody likes to hear their own voice, and nobody likes to see their own face on a big screen, but for you, I'm going to top it out.
00:24:40
Obviously, the project Mini and I work closely together. When the children came to our school, there was a lot of media interest in the project.
00:24:53
had visits from newspapers, we've had local radio, local media, very interested in the
00:25:03
project and they came along to our school to ask us about it and we talked to both William
00:25:11
and I. So this video was made by someone from the Edinburgh Reporter, a journalist from
00:25:15
the Edinburgh Reporter, but kind of captures the whole project really nicely. So I'm just
00:25:22
going to show you this one last video and I think you'll see just how much fun the children
00:25:27
has on the visit. My name is Miriam Pastor. I'm from Spain, from Madrid. And you've just arrived in Alhambra.
00:25:31
24 pupils, 5 adults. We started a community project, a community-regional project, two years ago.
00:25:42
And this is like the end of the project, right? After the relationship between the teachers and sharing experiences,
00:25:50
we are here with the children. We have been sharing ways of teaching, different ways.
00:25:59
We have been looking at each other. We have had English teachers there teaching to our
00:26:05
children, and I've been here teaching Spanish. It has been wonderful, wonderful. It is wonderful.
00:26:12
From the moment they go out of their houses, they go to another country, from that moment
00:26:18
Everything is wonderful.
00:26:23
My name is Lynn Brand and I'm Principal Teacher at True Cross Primary School.
00:26:38
Hola, me llamo Lynn Brand.
00:26:42
Trabajo en True Cross Primary School.
00:26:45
Buenos dias.
00:26:48
I was learning Spanish for a year and then I had the opportunity to join the project.
00:26:50
So I already had a year of learning Spanish before I joined the project.
00:26:55
But the project was the cluster primaries for James Gillespie's high school.
00:26:58
So there was quite a few of us who were part of that group that went out to Madrid.
00:27:03
And the idea was that the Edinburgh schools were partnered up with a bilingual school in Spain.
00:27:07
And the Spanish schools wanted to see how we delivered cooperative learning.
00:27:12
and we wanted to see how the Spanish schools delivered the target language, which was English.
00:27:16
So this project is more than just for the teachers?
00:27:21
Yes. I've had my class for two years and Miriam, my Spanish partner, has had her class for two years.
00:27:25
So the children have been pen pals with each other, they've sent video messages to each other,
00:27:32
so there's been lots of communication through the internet and through letter writing.
00:27:37
time but there's obviously a very big um experience for us when spanish students
00:27:42
have come over to edinburgh because we get to meet them in the play so it's exciting
00:27:47
where is yes
00:27:56
how are you enjoying edinburgh yes
00:27:59
have you learned some spanish yes
00:28:04
tell me something in spanish
00:28:09
Thank you all.
00:28:10
Thank you, Emma.
00:28:15
You can tell there was a horrible moment there
00:28:43
when I thought Connor wasn't going to be able to tell.
00:28:45
Just to finish, this has been a wonderful project
00:28:51
for me personally, for Miriam,
00:28:53
for both of our schools,
00:28:55
and for all of the learners that we've worked with
00:28:57
at Tocross and at Waikiki.
00:28:59
I think it would be quite nice just to hear
00:29:01
from Claudia, who's just going to talk about her visit to Edinburgh and what she feels that she got out of it.
00:29:03
Again she's talking about using English in the restaurant to order food, going shopping and having to listen to find out how much something costs to make up the money.
00:29:38
So really this has been a group project for us. I'd just like to finish with a group photo of all the staff and all the children that were involved in the project.
00:29:48
And I think William's going to talk just a little bit about how it all happened and all the things that she had to think about when she was planning a visit.
00:29:59
It's a great experience and I know that some people are thinking about perhaps looking at something similar for their own schools.
00:30:07
So you definitely go for it because it's fantastic. It's really, really good fun.
00:30:14
- Idioma/s:
- Autor/es:
- Comenius Regio Madrid-Edinburgh 2015
- Subido por:
- Ignacio G.
- Licencia:
- Reconocimiento - No comercial - Compartir igual
- Visualizaciones:
- 76
- Fecha:
- 14 de agosto de 2015 - 16:59
- Visibilidad:
- Público
- Enlace Relacionado:
- http://external.educa2.madrid.org/web/madedi2015
- Centro:
- Sin centro asignado
- Descripción ampliada:
Comenius Regio Madrid-Edinburgh 2015. Madrid. Second visit. December 4, 2014.
Visit the Madrid-Edinburgh Comenius Project website for more information.
- Duración:
- 30′ 23″
- Relación de aspecto:
- 4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
- Resolución:
- 800x600 píxeles
- Tamaño:
- 203.56 MBytes