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Comenius Regio Madrid-Edinburgh 2015. Final Conference at Centro Regional de Innovación y Formación "Las Acacias".
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Comenius Regio Madrid-Edinburgh 2015. Final Conference at Centro Regional de Innovación y Formación "Las Acacias".
I'm going to start, just standing up and then I'll see if I'm...
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Hello, how are you? Hello, how are...
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I have chosen these kinds of games to start my presentation
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because these sentences have been probably the most used
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occurred during the whole trip. They are also kind of appropriate because it's a good thing
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for our experiences, going abroad to another country, learning a language, making new friends.
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This slide represents the most important steps in the planning of the trip and how the community
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project has helped us to make it possible. As soon as I learned about the
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Comenius Regio, it came into my mind the idea of taking children abroad.
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As a teenager I participated in lots of exchanges to UK, States or France, so
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And they were really amazing experiences for me.
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So I thought it could be also for my students.
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But in order for this to become a reality,
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I needed help from others.
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It's not possible to work in isolation.
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I cannot write what somebody was saying about that before.
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So initially I found help in my school
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and I found people willing to help in Joaquin Blumen.
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And Monse, Alberto, Vicky, Silvia, Maite, Lisa and Sara were some of them.
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On the first Comenius project trip, Linh Anan visited our school and Shirley Dia with Linh at that time.
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And it was around this time that we started, that our students started to communicate with each other.
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It was on the second Comenius trip in Edinburgh that the possibility was confirmed, so once
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I returned to Madrid the trip planning started. In September, the following year, we had our
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first information meeting with the parents. On the next Comenius trip, which is our third
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trip on the other side lean and I also had the opportunity to meet with our
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parents and then all the last for many streets legend Rob the final
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arrangements were made a mix I'd like to talk about how the educational and
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cultural activities were planned first lean sent us there are proposed
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activities and schedule. And to wait for that was really important for us. One, because we
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didn't want to interact with their routine too much and two, because we really wanted
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to experience their school life as true as possible and that was our main
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concern. So what were some of the most striking things they learned about
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school life as talkers? Here are just a few examples. They were able to see a bake
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sale, what it looks like. The P2 class were raising money for a local charity.
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they also have the opportunity to have a packed lunch in the meters during sport
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day the children really enjoyed golden time with all the fun activities they
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could choose from and another great experience was to participate in the
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assembly school so the children delivered a presentation in English
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about our school in Madrid and each student had a part there. And I have some of the
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photos of things we did with talkers. So in the classroom, in the dining room, in the
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playground activities and here I have a short video which I think shows also
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what cooperative learning is and how important it is for any any type of
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of learning and why not for learning languages although this is more physical activity
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yeah it's what's moving on this
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sorry this is what happens when you switch from one
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It wasn't that necessary, the voice he meant.
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And after getting Dean's proposed activities, we completed the schedule with cultural activities
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that had also been suggested on one of the Comenius trips in Edinburgh.
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and I also counted on one of our language assistants who was from Edinburgh.
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So regarding the cultural activities, here are just a few examples.
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at the school where I am housed, on the bus tour, at the castle, at the carton hill, at the museum, at the botanical gardens.
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And finally I'm going to show some other things they learned.
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Shopping for breakfast and snack. They were given their own money and they had to decide what to buy.
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There were some kinds of rules they had to include maybe for the breakfast. Cereals, milk, right?
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But they were responsible for the buying. Ordering dinner, they did it on their own.
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And here we have a, I think that's a video, yes.
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Ask one ball, so you get one scoop each. So would you like a strawberry or something?
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Right, the students made a very good impression at Tallcross School with the teachers and students.
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we had many positive comments about their English and confidence. And also the staff
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at local restaurants were impressed and they can tell you in their own words, you don't
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have to go there. Oh, right, we have more, maybe, right, let's go for that, more activities.
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Having high tea, being responsible for the things. Oh, and the doctors, we also had to
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go to the doctors because a girl got a sphincter and it was really fun because while waiting in the
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waiting room she found a book which is in my classroom in Madrid and we're like what
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eating on your own and this is the inside
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You guys are very polite, very well behaved, and it's impressive that everybody knows what they wish you to serve.
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It's very polite.
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He really wants to point out that we have the privilege of having a family and one of
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the students that traveled to Edinburgh last week.
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So we would like to thank you for that.
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Maybe Potra could tell us something about the experience.
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Come up here.
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Stand here.
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It was a very nice experience to be there, we enjoyed a lot being with the Scottish children
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and they were very nice to us and we had lots of fun, everybody.
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Thank you.
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So young Aaron is just going to conclude.
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Thank you, young man.
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What was your favorite thing that you did,
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making an impression?
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Yeah, what was the impression you made
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on the Scottish people?
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Were you polite?
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Yeah, I think we were very nice to each other,
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and it was very comfortable.
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Excellent, excellent. Thank you.
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And I just wanted to say thank you to the teachers,
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and thank you very much.
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Two crazy dreamers. Let's have a hand for Lynn and Miriam and their two schools.
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Okay, so thank you so much for your patience. We know that we're slightly over time,
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so we're going to try to conclude briefly, and thank you to those who have been waiting.
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So the last, last thing is just we're going to give you some quick feedback from the different partners,
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just five minutes each, three minutes. So I would like to invite up here
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Edinburgh City Council, Edinburgh College, and Universidad Rey Juan Carlos, please.
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And as they're coming up here and taking a seat, there they are.
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So we're just going to share with you very briefly some of our conclusions as the different
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members who participated in this project.
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So first, Virginia is going to speak to you from Universidad Rey Juan Carlos.
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Well, it's nice to see our Scottish partners here, so we don't have time to say hello at the beginning, but we do have time to say hello afterwards.
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So, well, I've seen wonderful things here, and I think this project, apart from making us learn from one another,
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one of the most important things is all the relationships that arise from these kinds of projects.
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So the main objective of this project was not only to bring together teachers from Spanish and Scottish educational contexts,
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but also to create a common framework in which we could share materials, good practice and sometimes our expertise in the trading field of bilingualism and continental language integrated learning.
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I think this experience has achieved the goal of building bridges between two cultures thanks
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to the collaboration of teachers and organisers in this ambitious venture.
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Needless to say, all the institutions that took part in this Canadian's regular project
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approaches to content and language learning are highly committed to language learning
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and this is evidenced by the one-plus-two approach the Scottish Government has implemented
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in many schools, and whose main objective is to improve learners for our language learning
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and develop an awareness of the importance it has in today's global society.
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So on the one hand, the efforts the regional government of Madrid have been carrying out
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since 2004 in order to implement the Balibo program in more than 200 and something schools,
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primary schools and even at the secondary level, which has proved to be very successful.
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And we've got the results we've been saying about all the students having a B1 level.
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So we are really, really, really waiting for those students to come to the university,
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because they are going to make a difference.
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Then, on the other hand, Reykjavik University has been committed to bilingual education for years.
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Six degrees taught in English, among which pre-primary and primary education have a considerable number of students
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who are trained following very innovative methodologies, including CLIL.
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This university also offers a master's in bilingual education.
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Reykjavik Carlos University has also worked hand-in-hand with the regional
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government of Madrid in in-training and immersion courses for teachers working
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within its Mining World program. I think in general this project has provided all
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the participants with the opportunity to attend seminars, workshops and talks both
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in Spain and in Edinburgh, in Scotland, and it has also contributed to meet the
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program expectations since we have had the opportunity to visit schools in
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Edinburgh to see how all the teachers are working, how they work with their
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students, the methodology they use, the materials and as well as, that's
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something that really impressed us, the reaction when they had to face a lesson
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in Spanish that what we attended with Miriam and the way they reacted in a very
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natural way to that situation. So we have been able to learn from others and in
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many cases share our expertise in certain issues. All these has enriched
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and broadened our perspective about teaching and learning. As for our
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institution, Rey Juan Carlos University, we would have liked to have the
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opportunity to share some experiences with the Cotis University and we are really glad in
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way to to have met you but we are aware of the difficulties the council had to face and we are
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really grateful about their support and interest to make the most of our visits to the country
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um during uh the first scottish delegation visit from carlos university hosted a workshop
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with sessions about the importance of language assistance in the bilingual classroom and
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cooperative learning, what gave us the opportunity to have open discussions as
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well as exchange ideas about those issues and also we have a chance to have
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coffee all together. So now that the project is coming to an end, it is time
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for proposals. Taking into account the experience and commitment of our
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institution in the field of languages, we are prepared to go on collaborating with
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the Scottish Council and giving support to its ambitious language learning in
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Scotland A1-2 approach. We can provide them, and this is a proposal, with
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immersion courses and we can study the possibility of an internship for some of
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our pre-primary and primary students in Scottish schools which would benefit both sides.
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We would also want to remind not only the Spanish teachers who have been part
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of this project but also all the teachers involved in the bilingual
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program about our masters in bilingual education for primary schools whose main
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objective is to provide teachers and teachers-to-be with the necessary
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methodological and linguistic tools for quality instruction in any
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subject that has to be taught in English. The master has been now on for four
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years and we have students from all over Spain. Last but not least we would like
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to mention the courses the University Language Center organizes every academic
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here to all those teachers interested in improving their linguistic competence so
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they are open for all the teachers interested in that and just once more we
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want to highlight how fruitful this project has been for all of the
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partnerships and respect this will just be the beginning of the productive
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collaboration I don't know if I have time for something which is very great
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which is a summary of all the things we've seen in the video
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he's four minutes I don't know well or whether perhaps at the end at the end
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hi there my name is Sarah Gore I'm from Edinburgh College and I'm also
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representing my colleagues Sarah Dollar and Susan Redd who have participated in
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this project of Unable to Be Here Today. Edinburgh College has had a very
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successful relationship with Comunidades Ingrid for nearly ten years now
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providing CLIL courses and language development courses and we've actually
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trained over 450 of Madrid teachers over the years so we've been working together really well
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for a long time but taking part in this project has been really
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exciting to have so much opportunity to spend time with our partners in Madrid
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with Pablo and Oscar, Isabel and Mercedes and Gretchen to have so much time for
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face-to-face interaction, whether it's via Skype, but also on the mobilities to
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spend time and really strengthen that relationship. Personally, for me, I've
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been working on these projects for seven years in a non-academic context, but work
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with all the teachers, and for me it's been really exciting to come over here
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and go into the schools and see the bilingual programme in action and to see how
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successful it is. And also going around the schools and being in Madrid, seeing so
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many familiar faces because there's so many of your teachers here who have been
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in Edinburgh and who I've worked with there so that's been really nice.
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So this project has been an opportunity for us to deepen our relationship with
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Comunidad de Madrid but also to extend it in a slightly different direction and
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it was an opportunity for us to share the benefit of our close relationship
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with Comunidad de Madrid with the city of Edinburgh because we are a
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community college and we this project gave us the opportunity to share that
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relationship with the schools and the teachers and the pupils of the City of
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Edinburgh and allow them to benefit from that as well we have previously worked a
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great deal with the City of Edinburgh Council so this project's been really
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interesting for us to get to know each other get to know what we do and for me
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to get to know Liz and Anne to spend a lot of time with them either at the
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college or at the council or in the schools and learn a bit more about what
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each other do and I hope that that will continue. The Communists project is
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coming to an end but the relationship certainly between Edinburgh College and
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Côte d'Ivoire will continue for a long time and I hope your teachers will still
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hopefully be coming for a while to every summer to Edinburgh and I hope that we
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can continue the partnership with Edinburgh City Council to allow the teachers in
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Edinburgh to benefit from those visits as well. They are usually during summer holidays,
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but even in a social situation, you might be able to get together and share experiences
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and build new partnerships. And that could be the teachers in the classes that took part
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in this project, but also in the rest of the city, to be able to take advantage of this
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strong relationship between Edinburgh and Madrid. And also, I hope that I will be able
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to build on the relationship with Edinburgh City Council and on some of the other projects
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that we work on. For example, we work with Chinese teachers as well, and that's another
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important language in Edinburgh. So hopefully it's the start of lots of new opportunities.
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It's also been really great to build a relationship with Virginia and Maria at the university.
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So our teachers, Sarah and Susan, have taken part in the bilingual conference quite a few
00:24:03
times, but it's fantastic to be able to host the human area at Edinburgh College as well.
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So hopefully that's also the start of new opportunities for everyone.
00:24:13
So I just want to say thank you to everyone, all the partners in the project, for really
00:24:19
embracing this opportunity and really enjoying it and making it a really rewarding experience
00:24:23
for everyone involved. Thank you very much, everyone.
00:24:30
Thank you Sarah. So I just want to leave you with a reflection we were talking about this
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morning when we were meeting with our Scottish regional partner, which is that
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as the regional member of the policymakers, the administration, right,
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central administration, we realize the importance of four T's. I have to find a
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T because I have to work on this, all right. The first T is commitment. The
00:25:00
The administration had to be committed to this project because it took practically a
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year to join and then two years to carry out.
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So that commitment built trust among the two regions, between Liz and Ann and Sarah and
00:25:12
ourselves.
00:25:19
That trust allowed us to build an understanding of where we wanted to go and provide stability
00:25:20
for our teachers.
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And from that stability and that understanding grew a vision.
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And vision was something we wanted to come out from the teachers.
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So every step we took as planners, as regional planners, was based on feedback from the teachers,
00:25:35
their impressions from the real classroom practice, and it was therefore legitimated.
00:25:41
When we proposed something, they had immediate ownership because it came from them.
00:25:47
And lastly, I want to leave you with, going back to our motto, vivendo dissimus, by living
00:25:54
we learn.
00:25:59
We believe that this motto, which we use for our project, not only reflects the more recent
00:26:00
constructivist thinking, it also reflects the practical, teacher-based, praxis-oriented
00:26:07
approach that emerged from our regional visits and our visits to the schools.
00:26:14
It also seems to us that this motto is reflected in many of the aims and values that we encountered
00:26:19
with the Scottish National Curriculum for Excellence.
00:26:27
Among these, responsible citizenry, effective contributors,
00:26:30
successful learners, and confident individuals.
00:26:36
And these are many of the things
00:26:39
that our teachers brought back
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and are now stimulating their schools with.
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So we thank Scotland for, as we used to say
00:26:46
among the administrators, inviting us to this dance.
00:26:50
Thank you very much.
00:26:54
So I won't take too much time, I'm aware it's getting quite late.
00:27:04
I'm amazed at the patience actually, we were talking about the patience of Spanish teachers
00:27:08
being able to stay in so late after a day at work.
00:27:12
I just want to start by saying that this is, and I'm sure you'll agree, there's a lot of
00:27:17
really, really rich activity and practice that you'll have seen from the PowerPoint
00:27:21
presentations tonight from the project.
00:27:26
And this is really just a snapshot of some of the work that's been going on throughout
00:27:29
this project. It really has been such a massive, massive learning experience for us all. And
00:27:34
through our partnerships, through our partnerships with Edinburgh College, through our partnerships
00:27:41
with Madrid, through the partnerships with University of Rewind Carlos, and then with
00:27:44
the partnerships with the schools themselves, having parents involved, and then having partnerships
00:27:50
with the pupils, and actually having pupils meet each other, teaching each other in their
00:27:54
own language is incredible. We've been astonished at how much we've actually learnt from this
00:28:00
whole experience, much more than we actually anticipated learning. We knew we would learn
00:28:06
a lot, but it's been much, much richer than we actually ever thought it would be. We just
00:28:11
want to say thank you to all the partners that we've worked with throughout this time,
00:28:17
and thank you to the schools in particular, to the teachers who've done so much work to
00:28:21
take this forward and really make what Bethan called a big noise about languages in their
00:28:26
schools because it really is very valuable and it's helped take us forward a great deal
00:28:30
in Scotland. So thank you.
00:28:35
I'm sure you don't want me to add anything. But I'm an English teacher so we never use
00:28:39
50 words but we can use 500 words. But just to add my thanks to Anne, this has been an
00:28:49
project, the intended outcomes and the unintended consequences have been much greater than we
00:28:58
all anticipated. We did not dance our whole way through it, although it seemed like we
00:29:06
danced and ate and drank all our way through it, but that has been an important part of
00:29:11
it as well. I said at the beginning, it's about the people, it's about the teachers,
00:29:15
it's about that commitment, that learning together, collaboration, and it shows you
00:29:19
that it works. For us, 1 plus 2 is scary for lots of our teachers, really scary because
00:29:24
they don't come to it with background necessarily in a second or a third language. And I think
00:29:30
that a project like this has shown just how rich and exciting learning languages and learning
00:29:36
- Idioma/s:
- Autor/es:
- Comenius Regio Madrid-Edinburgh 2015
- Subido por:
- Ignacio G.
- Licencia:
- Reconocimiento - No comercial - Compartir igual
- Visualizaciones:
- 79
- Fecha:
- 17 de agosto de 2015 - 10:02
- Visibilidad:
- Público
- Enlace Relacionado:
- http://external.educa2.madrid.org/web/madedi2015
- Centro:
- Sin centro asignado
- Descripción ampliada:
Comenius Regio Madrid-Edinburgh 2015. Comenius Regio Madrid-Edinburgh 2015. Final Conference at Centro Regional de Innovación y Formación "Las Acacias". Madrid, June 1, 2015.
Visit the Madrid-Edinburgh Comenius Project website for more information.
- Duración:
- 29′ 47″
- 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:
- 267.99 MBytes
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