European Shared Treasure (EST)

Base de datos europea donde se muestran todas las actividades y productos realizados por las instituciones educativas a lo largo de un proyecto.

Aquí CEPA Güímar muestra el trabajo realizado durante estos dos cursos en nuestra Asociación de Aprendizaje (Grundtvig) denominada "How to Educate Learners through Peermentoring" (Tutorización /Aprendizaje entre Iguales):

European Shared Treasure (EST)

EU Project Bruchure about CEPA Güímar's participation in this Project.

VI Meeting: Portlaoise, Ireland (May 2014)

All partners had our last meeting in Portlaoise, Ireland.

The Spanish delegates were: Alexandra de León Rocío (teacher), Lucía Daher Santos (learner), Vanesa Durá Vivas (learner), Rocío Álvarez Palenzuela (learner) and Anabel Coello (teacher).

Click on the link below to see the photo album of the mobility.

De Portlaoise, Ireland - May 2014

  

Mytilene, Lesvos (2nd meeting): OPEN

We'll spend three days in Mytilene (Lesvos) for our second mobility.

On Monday evening we participated in a conference open to the public. There each partner presented our institutions and our good practices. Everything was organized by Second Chance School of Mytilene, one of our partners in this Learning Association: "How to Educate Learners through Peermentoring".

The whole speech was translated to Greek by Vasiliki Bouratzi, our Greek partner.



Here's the text a colleague (Marisol Marrero), two students (Nayra Hernández Carballo and Isis Rodríguez Placeres)  and me read that day and the presentation we prepared to support our speech.

Basic Skills (DESCRIPTORS)

Competencia en Comunicación Lingüística (CCL)	1-Comprende el propósito de la información de instrucciones orales en situaciones de aula interpretando correctamente textos reales y académicos. 2-Describe de manera ordenada propiedades de objetos y procesos naturales del ámbito personal y escolar. 3-Expone con claridad hechos de la actualidad, social, política y cultural, y elabora opiniones sobre experiencias propias en debates, exposiciones orales y escritas.
Competencia Matemática (CM)	4-Realiza tablas y gráficas con datos reales sobre diferentes temas del entorno físico y cultural, y expresa regularidades y relaciones a partir de la información relevante que extrae de ellas.
Competencia en el Conocimiento y la Interacción con el Mundo Físico (CIMF)	5-Realiza investigaciones reflejando el desarrollo y las conclusiones en un informe completo. 6-Sitúa e indica rutas con o sin mapas para resolver tareas del entorno cercano y mundial. 7-Promueve y practica un estilo de vida saludable y, a partir de ejemplos conocidos, plantea acciones dirigidas hacia el desarrollo sostenible, manteniendo una postura crítica hacia las consecuencias medioambientales de las actividades humanas.
Tratamiento de la Información y Competencia Digital (TICD)	8-Busca y selecciona información en distintas fuentes y soportes, aplicando criterios, la organiza y contrasta usando pautas para realizar sencillas investigaciones y extraer conclusiones que plasma en informes o trabajos realizados con herramientas multimedia, procesadores de texto, hojas de cálculo y presentaciones. 9-Utiliza Internet, redes interactivas y herramientas de comunicación con fines educativos, personales o sociales para intercambiar información, realizar trabajos cooperativos, participar en foros  y enviar actividades y tareas.
Competencia Social y Ciudadana (CSC)	10-Valora la igualdad de derechos entre los miembros de diferentes grupos sociales y adopta una actitud constructiva ante los conflictos que se le plantean en la vida escolar promoviendo su resolución pacífica. 11-Respeta a todos los miembros de la comunidad educativa defendiendo los valores y principios democráticos de libertad, igualdad, solidaridad, paz, justicia y tolerancia. 12-Reconoce las repercusiones de hechos históricos y avances científicos significativos en la evolución de las sociedades actuales.
Competencia Cultural y Artística (CCA)	13-Comunica sus ideas, de forma individual o grupal, en producciones musicales, literarias, plásticas, visuales y audiovisuales elementales, utilizando técnicas e instrumentos artísticos e informáticos de uso escolar. 14-Participa como público en actividades culturales que escoge o se le proponen, como visitas a museos, exposiciones, conciertos, comunicando su opinión. 15-Muestra respeto y cuidado hacia el patrimonio artístico como fuente de enriquecimiento y disfrute.
Competencia para Aprender a Aprender (CPAAP)	16-Muestra un nivel de motivación por el aprendizaje que le permite ser consciente de lo que comprende y de lo que ignora en situaciones concretas. 17-Integra nuevas informaciones pudiendo re-elaborar planteamientos previos con cierto grado de flexibilidad, reconoce e implementa alternativas de mejora. 18-Toma notas y apuntes, selecciona, organiza y archiva la información necesaria con criterio propio usando estrategias y técnicas de estudio adecuadas y utiliza de manera autónoma agendas y recordatorios para planificar sus actividades, tiempos de estudio y repasos. 19-En sus trabajos y producciones, valora la importancia de la revisión y corrección, y sigue sistemáticamente indicaciones de presentación, elaboración propia de contenidos, bibliografía o webgrafía.
Autonomía e Iniciativa Personal (AIP)	20-Se desenvuelve con seguridad en contextos conocidos y con personas de su confianza expresa sus ideas, acepta las contribuciones de sus compañeros y compañeras y desarrolla cualquier función asignada en el equipo superándose en la consecución de objetivos académicos y personales. 21-Ajusta su comportamiento a las normas en cualquier contexto y muestra un comportamiento consciente y responsable de sus actos. 22-Toma decisiones relacionadas con su vida y estudios analizando la oferta disponible y resuelve problemas de la vida cotidiana valorando consejos de iguales y de personas adultas.

"H.E.L.P. Project", accepted. Timeline.

Our institution has been accepted as a partner in "Helping to Educate Learners with Peer-mentoring" Project. Now we're arranging the first meeting. It will be held in France, in October 2012.

At school, we've been collecting online information about peer-teaching and peer-mentoring, and we've designed a Language activity following those trends.

We've created an online timeline to record our steps: http://www.dipity.com/CEPA_GUIMAR/personal/

Flipping the classroom

Articles and videos related to this technic:

•  flipping the classroom
•  https://www.fi.ncsu.edu/project/fizz/
•  http://www.youtube.com/watch?v=9aGuLuipTwg
•  http://blogs.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/
• http://www.thedailyriff.com/articles/the-flipped-class-manifest-823.php

Application Form ready to be sent

Valérie has sent us all the application form. It's also uploaded onto our dropbox folder AND onto our wiki site.

Today we've printed all documents, Asun has signed them all as the principal, and everything's ready. On Monday morning I'll post OAPEE (our National Agency) and OPEEC (our Local Agency).

Acronym for our project

We've being exchanging emails to set an acronym for our project. We've even created a poll with suggestions and we've been voting.

At last we decided "HELP" which stands for "Helping to Educate Learners with Peer-mentoring". It was the most voted option.

G2 Section: Group Work

In CEPA Güímar, we've agreed on the "Group Work" G2 section, related to the planned activities to fulfill during October 2013 visit to Tenerife.

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Project meeting 4	Spain	10.2013	All
Welcome activity: local authorities and CEPA Güímar students involved		Day 1	All
Visit guided by Ministerio de Medioambiente Nacional (« National Environment ») to Teide National Park showing their marketing activities to foster European tourism in the island of Tenerife, volcanic issue, exploitation of water resources, local flora and fauna, etc		Day 1	All
Team Work: exchange of information about the work done along 2012 on our “peermentoring” project, done by each partner’s students (presentations, materials, outcomes)		Day 2	All
Visit guided by CEPA Güímar’s students around the town and surrounding area		Day 2	All
Meeting with local “Young Entrepreneurship” authorities: their activities and plans to foster entrepreneurship		Day 3	All
Team work : Feedback, agreements, development of contents in each participating country, development of peermentoring objectives and  strategies, updating our wiki site, preparation of next visit.		Days 3 & 4	All

Grundtvig app: getting ready to be sent

Valérie has collected all the ideas and suggestions we all members have sent her to fill in the application in the previous weeks, and today Valérie has sent us the draft so we can comment on it and improve it, change details, or anything.

I've sent my colleagues at CEPA Güímar those documents (related to section D), so they can have a look at the draft, comment on it and see if everything's OK.

We have an information to add: the wiki we've created for Vasiliki's students and mine introduce each other ("Let's meet each other").

Dropbox

Valérie has created a shared folder in DROPBOX, so we can upload our versions of the Grundtvig application:
https://www.dropbox.com/home/peer%20mentoring#:::83302573

Grundtvig application 2012

We've opened a dropbox account to share what each partner is filling in the application, as there are common parts of it which have to be completed.

School project: Basic Skills

Our school is planning a project related to "Basic Skills", to be put into practice from January to June 2011.

Our idea is:

• Start a task-based project as a basis for studying and getting as much information as we can, about our environment and cultural data: Güímar Valley.
• We'll visit cultural places situated in the Valley to get information about ancient and actual jobs in the Valley, endemic flora and fauna, geology of the place (volcanic eruptions, ravins, hydric resources, etc), local agriculture, livestock activities, history (ancient inhabitants and activities they perfomed).
• All that information will be recorded in a wiki and personal blogs by the students, both in Spanish and English.

Sources:

• Visits just done: "Casa de las Miquelas" (Candelaria), "La Caseta del Peón Caminero" (Candelaria)
• Planned visits: Barranco de Badajoz
• Bibliography related to economic issues in Güímar Valley.
• Web pages related to "Güímar Valley: economic and cultural activities"
• Support from local institutions: Arafo, Arico, Candelaria and Güímar Town Halls, Social services, Jobs agencies, etc
• Interviews to old people from the Valley, about ancient jobs and activities.

Final objective:

- Share the wiki and blogs with the community
- Get ready to start our Grundtvig project in 2011-2012, related to "Entrepreneurship", using "Peermentoring" as a group technic to develop the project.

         

How to edit our wiki

I've just sent some information related to "how to edit a wiki" to our group (just a few tips), just in case anyone will need some help to start editing our wiki.

1. How to edit a page.
2. How to re-order the pages inside a sidebar.
3. How to customize our wiki.

Other partners interested in joining our project

Before going to Sandefjord, as soon as our school sent our application for the Contact Seminar, our NA asked us to post our interest in setting up a Grundtvig project in "etwining" and other websites, so we could contact possible partners.

I received lots of emails, one of them, from Esin, the Turkish girl who we met at Sandefjord. I replied to all of them saying we'll wait until the Seminar took place.

I keep on receiving proposals of partnerships, some of them, from partners from other European countries not represented in our team. I'll copy&paste some of them in a message sent to our Group (staff room). They are from Czech, Romania, Italy, Lithuania and Hungary.

Application form

On 6 November 2011 18:18, valerie siondecine wrote:

Dear European partners

I have posted on the page staff room an example of the application form (e-form).
Very soon I will send you a 'word' form of the application form and you will have to send me the information.
Do not forget to post all your ideas in the different topics, Anabel has created ...
have a nice day
Valérie

Communication tools

During the Contact Seminar, we agreed on having a wiki site where we can collect all documents and information about our project. I've already set up the wiki (https://sites.google.com/site/peersedu2011 ).

Every partner is getting a gmail account ready, so we all can built our wiki and add content to our sections.

The teachers' forum is also created (https://groups.google.com/group/peersedu2011?hl=en&pli=1). It will be useful to exchange information in an organized way, as soon as all the partners have sent me their gmail account.

The students' wikis will be created when the project starts, but there's a place ready in our wiki site to link them.