Assuming complexity:   education as an ecosystem and itsimplications on the development of the student’s communicative com...
http://deestranjis.blogspot.com
http://www.juntadeandalucia.es/educacion/webportal/web/proyecto-linguistico-centro/
Have you enjoyed#TRICLIL? Then...
Una dedicatoria
Gracias, Mercè
Some previous statements...
But...
Education is anunresolved practice.
We work in movement.
The school is a living ecosystem.
Education isperformance.
And CLIL?
"Interdisciplinarity is not the calm ofan easy security; it begins effectively ...     when the solidarity of the old   di...
CLIL is a new (butconsolidated) object:  a new language.
How do we getengaged in something     like CLIL?
The Dual Factor Theory                           Hygiene factorsMotivators leading to                             leading ...
TOSAY      DISSATISNO      FACTION
CLIL has become a motivator    for many teachers.
Reinforcing the motivator         Achievement          Recognition          Work itself         Responsibility         Adv...
How can we reinforce  the motivator?
How can we reinforce the         motivator?Focusing on effective teaching.
Let me explain myself!
How do you open your  classroom’s door?
Are you a pushor a pull educator?
Do not apply Theory!Change your Practice!
Personal practice,collective practice.
The Hacker Ethic
Features ofinnovation-for-adoption  • advantage                                 • originality  • compatibility            ...
lasemanadelosproyectos.es
A week for projects   every three months(6 x 3) + (4 x 3) = 30
30 projects in a     to develop keystudent’s school    skills (& measure     time          their development).
KeySkills
Key                      SkillsTasks & IntegratedProjects Curriculum
Key                                      Skills              Tasks & Integrated              Projects CurriculumCooperativ...
Key                                           Skills                   Tasks & Integrated                   Projects Curri...
Key                                           Skills                   Tasks & Integrated                   Projects Curri...
Gaming & Creative    Projects
Rethinking Learning: The 21st      Century Learner      MacArthur Foundation      http://youtu.be/c0xa98cy-Rw
Rethinking Learning: The 21st      Century Learner      MacArthur Foundation      http://youtu.be/c0xa98cy-Rw
And Gaming?
James Paul Gee on Video Games,     Learning and Literacy       http://youtu.be/LNfPdaKYOPI
James Paul Gee on Video Games,     Learning and Literacy       http://youtu.be/LNfPdaKYOPI
Research Projects
The case of Rois:Laura & María’s experiment      http://youtu.be/rF0vOfVQ-Ig
The case of Rois:Laura & María’s experiment      http://youtu.be/rF0vOfVQ-Ig
The case of Rois:Laura & María’s experiment   http://youtu.be/PMubjbRTb_o
The case of Rois:Laura & María’s experiment   http://youtu.be/PMubjbRTb_o
Service-Learning    Projects
Service-Learning:Turning ideas into action     http://youtu.be/4JE_zmCUDtg
Service-Learning:Turning ideas into action     http://youtu.be/4JE_zmCUDtg
Entrepreneurship    Projects
Entrepreneurship Education at     School in Europe. National      Strategies, Curricula and        Learning Outcomes.     ...
Social Entrepreneurship      is the future    http://youtu.be/G-MHXdYs8b8
Social Entrepreneurship      is the future    http://youtu.be/G-MHXdYs8b8
How can these newrealms be explored?
Guidelines School      Administration   University  School      Guidance &                                Open(Language)  ...
Guidelines School      Administration   University  School      Guidance &                                Open(Language)  ...
The SchoolLanguage Project
What is the SLP?      • The Administration’s       perspective
Administration’s  perspective       The SLP as a map
What is the SLP?• From the school’s perspective
The School’sperspective      The SLP as a tool
Possibilities Competence-          Inclusivedriven teaching      education Integrated                        CLIL Curricul...
Universities can cooperate     provinding OER    (Open Educational       Resources).
“Opening knowledge in education goes astep beyond opening our classroom doors    to colleagues. It involves cocreating,   ...
Education at University:from focus on citation to focus  on local impact & network.
Change must be   desired.
Change must be   gradual.
Yes, we can!
What willyou do next Monday?
“Change cannot be imported”.  Joumana Haddad, I killed Sherezade.
Never walk alone.
El camino lo vamos        a hacer todos juntos. We will build   the 21stcentury school   together.
Will you join us?
Thanks!
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

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

    1. 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. 2. http://deestranjis.blogspot.com
    3. 3. http://www.juntadeandalucia.es/educacion/webportal/web/proyecto-linguistico-centro/
    4. 4. Have you enjoyed#TRICLIL? Then...
    5. 5. Una dedicatoria
    6. 6. Gracias, Mercè
    7. 7. Some previous statements...
    8. 8. But...
    9. 9. Education is anunresolved practice.
    10. 10. We work in movement.
    11. 11. The school is a living ecosystem.
    12. 12. Education isperformance.
    13. 13. And CLIL?
    14. 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. 15. CLIL is a new (butconsolidated) object: a new language.
    16. 16. How do we getengaged in something like CLIL?
    17. 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. 18. TOSAY DISSATISNO FACTION
    19. 19. CLIL has become a motivator for many teachers.
    20. 20. Reinforcing the motivator Achievement Recognition Work itself Responsibility Advancement Growth provides satisfaction.
    21. 21. How can we reinforce the motivator?
    22. 22. How can we reinforce the motivator?Focusing on effective teaching.
    23. 23. Let me explain myself!
    24. 24. How do you open your classroom’s door?
    25. 25. Are you a pushor a pull educator?
    26. 26. Do not apply Theory!Change your Practice!
    27. 27. Personal practice,collective practice.
    28. 28. The Hacker Ethic
    29. 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. 30. lasemanadelosproyectos.es
    31. 31. A week for projects every three months(6 x 3) + (4 x 3) = 30
    32. 32. 30 projects in a to develop keystudent’s school skills (& measure time their development).
    33. 33. KeySkills
    34. 34. Key SkillsTasks & IntegratedProjects Curriculum
    35. 35. Key Skills Tasks & Integrated Projects CurriculumCooperative Digital & Rich Learning Media Literacy Socialization
    36. 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. 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. 38. Gaming & Creative Projects
    39. 39. Rethinking Learning: The 21st Century Learner MacArthur Foundation http://youtu.be/c0xa98cy-Rw
    40. 40. Rethinking Learning: The 21st Century Learner MacArthur Foundation http://youtu.be/c0xa98cy-Rw
    41. 41. And Gaming?
    42. 42. James Paul Gee on Video Games, Learning and Literacy http://youtu.be/LNfPdaKYOPI
    43. 43. James Paul Gee on Video Games, Learning and Literacy http://youtu.be/LNfPdaKYOPI
    44. 44. Research Projects
    45. 45. The case of Rois:Laura & María’s experiment http://youtu.be/rF0vOfVQ-Ig
    46. 46. The case of Rois:Laura & María’s experiment http://youtu.be/rF0vOfVQ-Ig
    47. 47. The case of Rois:Laura & María’s experiment http://youtu.be/PMubjbRTb_o
    48. 48. The case of Rois:Laura & María’s experiment http://youtu.be/PMubjbRTb_o
    49. 49. Service-Learning Projects
    50. 50. Service-Learning:Turning ideas into action http://youtu.be/4JE_zmCUDtg
    51. 51. Service-Learning:Turning ideas into action http://youtu.be/4JE_zmCUDtg
    52. 52. Entrepreneurship Projects
    53. 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. 54. Social Entrepreneurship is the future http://youtu.be/G-MHXdYs8b8
    55. 55. Social Entrepreneurship is the future http://youtu.be/G-MHXdYs8b8
    56. 56. How can these newrealms be explored?
    57. 57. Guidelines School Administration University School Guidance & Open(Language) resources for Knowledge Project Innovation
    58. 58. Guidelines School Administration University School Guidance & Open(Language) resources for COOPERATION Knowledge Project Innovation
    59. 59. The SchoolLanguage Project
    60. 60. What is the SLP? • The Administration’s perspective
    61. 61. Administration’s perspective The SLP as a map
    62. 62. What is the SLP?• From the school’s perspective
    63. 63. The School’sperspective The SLP as a tool
    64. 64. Possibilities Competence- Inclusivedriven teaching education Integrated CLIL Curriculum European ICT projectsCommunity-bound projectshttp://proyectolinguisticodecentro.es
    65. 65. Universities can cooperate provinding OER (Open Educational Resources).
    66. 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. 67. Education at University:from focus on citation to focus on local impact & network.
    68. 68. Change must be desired.
    69. 69. Change must be gradual.
    70. 70. Yes, we can!
    71. 71. What willyou do next Monday?
    72. 72. “Change cannot be imported”. Joumana Haddad, I killed Sherezade.
    73. 73. Never walk alone.
    74. 74. El camino lo vamos a hacer todos juntos. We will build the 21stcentury school together.
    75. 75. Will you join us?
    76. 76. Thanks!

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