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Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence
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Assuming complexity: school as an ecosystem and its implications for the development of students' communicative competence

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Plenary Lecture at TRICLIL 2012 (Barcelona) http://jornades.uab.cat/triclil2012/es

Plenary Lecture at TRICLIL 2012 (Barcelona) http://jornades.uab.cat/triclil2012/es

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  • Transcript

    • 1. Assuming complexity: education as an ecosystem and itsimplications on the development of the student’s communicative competence Fernando Trujillo Sáez Universidad de Granada
    • 2. http://deestranjis.blogspot.com
    • 3. http://www.juntadeandalucia.es/educacion/webportal/web/proyecto-linguistico-centro/
    • 4. Have you enjoyed#TRICLIL? Then...
    • 5. Una dedicatoria
    • 6. Gracias, Mercè
    • 7. Some previous statements...
    • 8. But...
    • 9. Education is anunresolved practice.
    • 10. We work in movement.
    • 11. The school is a living ecosystem.
    • 12. Education isperformance.
    • 13. And CLIL?
    • 14. "Interdisciplinarity is not the calm ofan easy security; it begins effectively ... when the solidarity of the old disciplines breaks down ... in the interests of a new object and a newlanguage neither of which has a placein the field of the sciences that were to be brought peacefully together."Roland Barthes, "From work to text", 1971
    • 15. CLIL is a new (butconsolidated) object: a new language.
    • 16. How do we getengaged in something like CLIL?
    • 17. The Dual Factor Theory Hygiene factorsMotivators leading to leading to satisfaction dissatisfaction Company policy Achievement Supervision Recognition Relationship with boss Work itself Work conditions Responsibility Salary Advancement Relationship with peers Growth Security Frederick Herzberg
    • 18. TOSAY DISSATISNO FACTION
    • 19. CLIL has become a motivator for many teachers.
    • 20. Reinforcing the motivator Achievement Recognition Work itself Responsibility Advancement Growth provides satisfaction.
    • 21. How can we reinforce the motivator?
    • 22. How can we reinforce the motivator?Focusing on effective teaching.
    • 23. Let me explain myself!
    • 24. How do you open your classroom’s door?
    • 25. Are you a pushor a pull educator?
    • 26. Do not apply Theory!Change your Practice!
    • 27. Personal practice,collective practice.
    • 28. The Hacker Ethic
    • 29. Features ofinnovation-for-adoption • advantage • originality • compatibility • explicitness • trialability • status • observabilityWaters, A. 2009. Managing innovation in English language education. Language Teaching, 42: 4, 421-458.
    • 30. lasemanadelosproyectos.es
    • 31. A week for projects every three months(6 x 3) + (4 x 3) = 30
    • 32. 30 projects in a to develop keystudent’s school skills (& measure time their development).
    • 33. KeySkills
    • 34. Key SkillsTasks & IntegratedProjects Curriculum
    • 35. Key Skills Tasks & Integrated Projects CurriculumCooperative Digital & Rich Learning Media Literacy Socialization
    • 36. Key Skills Tasks & Integrated Projects Curriculum Cooperative Digital & Rich Learning Media Literacy SocializationGaming and Entrepre- Service- Research Creative neurship Learning Projects Projects Projects Projects
    • 37. Key Skills Tasks & Integrated Projects Curriculum Cooperative Digital & Rich Learning Media Literacy Socialization The New Realms of CLILGaming and Entrepre- Service- Research Creative neurship Learning Projects Projects Projects Projects
    • 38. Gaming & Creative Projects
    • 39. Rethinking Learning: The 21st Century Learner MacArthur Foundation http://youtu.be/c0xa98cy-Rw
    • 40. Rethinking Learning: The 21st Century Learner MacArthur Foundation http://youtu.be/c0xa98cy-Rw
    • 41. And Gaming?
    • 42. James Paul Gee on Video Games, Learning and Literacy http://youtu.be/LNfPdaKYOPI
    • 43. James Paul Gee on Video Games, Learning and Literacy http://youtu.be/LNfPdaKYOPI
    • 44. Research Projects
    • 45. The case of Rois:Laura & María’s experiment http://youtu.be/rF0vOfVQ-Ig
    • 46. The case of Rois:Laura & María’s experiment http://youtu.be/rF0vOfVQ-Ig
    • 47. The case of Rois:Laura & María’s experiment http://youtu.be/PMubjbRTb_o
    • 48. The case of Rois:Laura & María’s experiment http://youtu.be/PMubjbRTb_o
    • 49. Service-Learning Projects
    • 50. Service-Learning:Turning ideas into action http://youtu.be/4JE_zmCUDtg
    • 51. Service-Learning:Turning ideas into action http://youtu.be/4JE_zmCUDtg
    • 52. Entrepreneurship Projects
    • 53. Entrepreneurship Education at School in Europe. National Strategies, Curricula and Learning Outcomes. Eurydice, March 2012.http://ec.europa.eu/enterprise/policies/sme/documents/ education-training-entrepreneurship/
    • 54. Social Entrepreneurship is the future http://youtu.be/G-MHXdYs8b8
    • 55. Social Entrepreneurship is the future http://youtu.be/G-MHXdYs8b8
    • 56. How can these newrealms be explored?
    • 57. Guidelines School Administration University School Guidance & Open(Language) resources for Knowledge Project Innovation
    • 58. Guidelines School Administration University School Guidance & Open(Language) resources for COOPERATION Knowledge Project Innovation
    • 59. The SchoolLanguage Project
    • 60. What is the SLP? • The Administration’s perspective
    • 61. Administration’s perspective The SLP as a map
    • 62. What is the SLP?• From the school’s perspective
    • 63. The School’sperspective The SLP as a tool
    • 64. Possibilities Competence- Inclusivedriven teaching education Integrated CLIL Curriculum European ICT projectsCommunity-bound projectshttp://proyectolinguisticodecentro.es
    • 65. Universities can cooperate provinding OER (Open Educational Resources).
    • 66. “Opening knowledge in education goes astep beyond opening our classroom doors to colleagues. It involves cocreating, experimenting, reflecting, sharing, andreusing accumulated ideas and knowledge about teaching and learning”.Cheryl R. Richardson. 2008. “Open Educational Knowledge: More than Opening the Classroom Door”. Opening Up Education. Cambridge, MA, The MIT Press, pg. 279
    • 67. Education at University:from focus on citation to focus on local impact & network.
    • 68. Change must be desired.
    • 69. Change must be gradual.
    • 70. Yes, we can!
    • 71. What willyou do next Monday?
    • 72. “Change cannot be imported”. Joumana Haddad, I killed Sherezade.
    • 73. Never walk alone.
    • 74. El camino lo vamos a hacer todos juntos. We will build the 21stcentury school together.
    • 75. Will you join us?
    • 76. Thanks!

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