The Quest For The Holy Grail


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The Quest For The Holy Grail

  1. 1. Presentation Premir-Curso 2007/2008
  3. 4. <ul><li>Are </li></ul><ul><li>you </li></ul><ul><li>worthy? </li></ul>
  4. 5. The Quest <ul><li>In order to understand the importance of what you are about to undertake, permit me to use the metaphor of the Holy Grail. To pass the civil servant’s exam is an extremely difficult task like the quest for the grail. It may seem almost unattainable. Don’t be discouraged, if you work hard and are true to yourself, you may be able to grasp the grail. Your quest has begun. </li></ul>
  5. 6. SYMBOLOGY OF THE QUEST <ul><li>The Grail is often sought, but seldom or never found. This baffling search for an unattainable good is something that every human being can understand and appreciate. Psychiatrist Carl G Jung said the story and overall meaning of the Grail is very alive in modern times. </li></ul>
  6. 7. SYMBOLOGY OF THE QUEST <ul><li>There are many paths to the Grail and they may be found only by those who have attained a certain consciousness, who have raised themselves above their limitations . To obtain the benefits of the Grail a quest is involved, and the quester must be worthy . Once achieved the Grail confers great benefits, such as regeneration, abundance, and spiritual well-being . </li></ul>
  7. 8. Worthiness <ul><li>So a constant in the tales is the question of worthiness. Even the finest and most courageous of Arthur's knights proved unworthy and were unable to reach their goal. A valuable literary lesson for contemporary seekers . </li></ul>
  8. 9. THE HERO’S JOURNEY <ul><li>So the quest is a hero/heroine’s journey . According to Joseph Campbell the essence of the hero’s journey is the following: ‘To evolve out of a position of pyschological immaturity to the courage of self-responsibility and assurance…. That’s the basic motif of the universal hero’s journey - leaving one condition and finding the source of life to bring you forth into a richer or mature condition .’ </li></ul>
  9. 10. THE TESTS <ul><li>Campbell continues by saying ‘…the trials are designed to see to it that the intending hero should really be a hero. Is he/she really a match for the task? Can he/she overcome the dangers? Does he/she have the courage, the knowledge, the capacity, to enable him/her to achieve? </li></ul>
  10. 11. <ul><li>If we translate this into everyday terms, this means that what I ask of you as opositor -questers is hard work, persistence, and determination. These will open up the doors for you and allow you to reach your goals. It is a process that will not be without risk, doubt and difficult moments but that can also be fulfilling and perhaps will mean a new beginning for many people. DO NOT TAKE THIS LIGHTLY. </li></ul><ul><li>So let us attend the question at hand: </li></ul>
  11. 12. The Oposición : What does it consist of? <ul><li>You must register for the exam and present merits and documents before you are admitted to the selection process. </li></ul><ul><li>If you are a foreign national you have to certify with either documents or a test your knowledge of Spanish. Others may need to take the Galician test in order to certify their competence in the language of the autonomous community. </li></ul><ul><li>Before the selection process begins at the presentation of the exam, you will be required to hand in a copy of your teaching plan (programación). </li></ul>
  12. 13. Parts of the Exam <ul><li>Part A: </li></ul><ul><li>-Composition of one of the themes on your theme list of your speciality. 5 balls are chosen at random from a bingo machine and the candidate is given 2 hours to compose one of the 5 themes chosen. </li></ul><ul><li>-This part of the test is not eliminatory and it is graded from 0 to 10. </li></ul>
  13. 14. Part A (cont.) <ul><li>This part of the exam, in principal, tests the candidates knowledge of his/her particular field. In recent years the oposición has changed to benefit those teachers ( interinos and substitutes) who were already working in the public school system. This has meant a simplication of the exam due to outside pressures. Previously it was one of two themes plus a composition and 2 translations, and what was written was to be read to the panel. This is no longer done. The theme is submitted upon completion to the panel and graded. </li></ul>
  14. 15. Part B <ul><li>Part B-Teaching Plan (B.1.) and Lesson Plan (B.2.) </li></ul><ul><li>There are two sections to Part B-B.1. and B.2. This is an important division because many candidates (mainly substitutes and interinos ) are exempt from presenting a lesson plan as long as they have presented a report that certifies their knowledge of such a lesson plan. Candidates who are not elligible to submit a report are at a clear disadvantage. Once again this report is a manoeuvre orchestrated by the educational authorities to benefit those teachers who have acquired a great number of merit points. So merit points are of utmost importance in passing the exam. We will get into that later. </li></ul>
  15. 16. Part B: Teaching Syllabus and Lesson Plan <ul><li>If your teaching syllabus has not been disqualified (this HAS happened!) and you choose to continue, you will be required to present orally both your teaching syllabus and a lesson plan. The candidate will be given an hour to prepare the presentation of the teaching syllabus and lesson plan. Then, he/she will be given a maximum of 20 minutes to present his/her teaching syllabus and 30 minutes to present the lesson plan chosen randomly from the 15 initially presented. Each section of this part of the exam is graded from 0 to 10 points. </li></ul>
  16. 17. Teaching Syllabus (Programación) <ul><li>The design of a curriculum for one year of a specific or common subject, or module of the speciality. </li></ul><ul><li>It must contain 15 didactic units. </li></ul><ul><li>It must be a maximun of 60 numbered DIN A-4 pages (not including annexes). Written on one side, double-spaced with Arial type font size 12. </li></ul>
  17. 18. Teaching Syllabus (cont.) <ul><li>It will be written in the correspoding language of the specialty. </li></ul><ul><li>The program will be based on the official curriculums established by the Diario Oficial de Galicia at the time of the official announcement. </li></ul><ul><li>Moreover, it must include at least these sections: 1.) Objectives; 2.) Contents; 3.) Evaluation criteria; 4.) Methodology; 5.) Measures for those students with Specific Educational Needs. </li></ul>
  18. 19. Lesson Plan <ul><li>It must be related to the syllabus submitted previously </li></ul><ul><li>Three lessons will be randomly chosen from the 15 lessons and the candidate must choose one as the presentation of section B.2. </li></ul><ul><li>The lessons must include: 1.) Learning Objectives; 2.) Contents; 3.) Teaching-Learning Activities; 4.) Evaluation Methods 5.) Measures of attention to students with specific educational needs. </li></ul><ul><li>The candidate may use whatever material he/she feels necessary and a one page guide to be handed over to the panel upon the completion of the presentation. </li></ul>
  19. 20. Final Score <ul><li>The final score of your exam is obtained in the following manner. Part A is given a value of 0 to 4 points, while part B is given a value of 6 points (3 points for each sub-section B.1. and B.2.) To go on to what they call Fase de concurso you must obtain at least a 5 after having added the scores of all the sections together. Finally, the merit points obtained prior to the exam and approved by the autonomic administration upon registering will be added to your score to determine your position within the candidate list. </li></ul>
  20. 21. Final Score (cont.) <ul><li>Passing the exam does not mean you have a position guaranteed. The Fase de Oposición is worth 60% of the final score while the Fase de Concurso is worth 40% of the final score. Once again this has been done to benefit those teachers with previous experience. If you have little experience or few merit points the odds are stacked against you. Do not be discouraged. A high mark will put you on the substitution list to begin working. </li></ul>
  21. 22. Merits <ul><li>Merits are an important component of a candidate’s eligibility. They value the academic training and previous experience of the candidate. Here is a rundown of how they can be obtained: </li></ul>
  22. 23. 1. Teaching Experience <ul><li>Maximum of 7 points </li></ul><ul><li>1.1. For each year of teaching experience in a public institution in the field to which the candidate aspires-0,700 </li></ul><ul><li>1.2. For each year of teaching experience in a public institution in another field to which the candidate aspires-0,350 </li></ul>
  23. 24. 1. Teaching Experience (cont.) <ul><li>1.3. For each year of experience in other institutions at the same academic level and specialty to which the candidate aspires-0,150 </li></ul><ul><li>1.4. For each year of experience in other institutions at a different level within the same field to which the candidate aspires-0,100 </li></ul>
  24. 25. 2. Academic Education <ul><li>Maximum 4 points </li></ul><ul><li>2.1. Average grade of academic record of the submitted degree: </li></ul><ul><li>-From 6,00 to 7,50-1,000 </li></ul><ul><li>-From 7,51 to 10,00-1,500 </li></ul><ul><li>2.2. Doctorate or Extraordinary Awards </li></ul><ul><li>2.2.1. Certificate-Diploma of avanzados, Masters Degree, or suficiencia investigadora. </li></ul><ul><li>2.2.2. PhD-1,000 </li></ul><ul><li>2.2.3. Award for Doctorate-0,500 </li></ul>
  25. 26. 2. Academic Education (cont.) <ul><li>2.3. Other Official University Degrees </li></ul><ul><li>2.3.1. First cycle degrees-1,000 </li></ul><ul><li>2.3.2. Second cycle degrees-1,000 </li></ul><ul><li>2.4 Degrees or certificates from specialized education centers and professional training </li></ul><ul><li>2.4.1. Music and dance-0,500 </li></ul><ul><li>2.4.2. For each advanced cycle of EOI-0,500 </li></ul><ul><li>2.4.3. Art and Graphic Design ( técnico superior )-0,200 </li></ul><ul><li>2.4.4. Vocational training ( técnico superior )-0,200 </li></ul><ul><li>2.4.5. (Técnico Deportivo Superior)-0,200 </li></ul>
  26. 27. 2. Academic Education (cont.) <ul><li>2.5 Continuous education </li></ul><ul><li>-For every passed course of continuous education related with the speciality or with school organization, new technologies applied to education, teaching methods, educational pyschopedagogy or sociology given by the corresponding public administrations, universities or collaborating institutions that are officially recognized. </li></ul><ul><li>2.5.1. Not less than 10 credit hours-0,500 </li></ul><ul><li>2.5.2. Not less than 3 credit hours-0,200 </li></ul>
  27. 28. 3. Other Merits <ul><li>Maximum 2 points </li></ul><ul><li>3.1. Group projects, investigation and innovation projects, permanent seminars, special projects, etc. </li></ul><ul><li>-Participation-0,200 </li></ul><ul><li>-Coordination-0,500 </li></ul><ul><li>3.2. -For every course of continuous education related with the speciality or with school organization, new technologies applied to education, teaching methods, educational pyscopedagogy or sociology given by the corresponding public administrations, universities or collaborating institutions that are officially recognized and that are less than 2 credits: </li></ul><ul><li>-For every 10 hours received-0,05 </li></ul><ul><li>-For every 5 hours given-0,05 </li></ul>
  28. 29. 3. Other Merits (cont.) <ul><li>3.3. Didactic publications or related to the speciality (They must have ISSN or ISBN number). Maximum 1 point. </li></ul><ul><li>-Authorship-0,300 </li></ul><ul><li>-Co-authorship-0,100 </li></ul><ul><li>-Per article or periodical-0,020 </li></ul><ul><li>3.4. and 3.5. are exclusively for music and physical education so we won’t be considering them. </li></ul>
  29. 30. Classwork <ul><li>So now that we have looked at the exam type. How are we going to prepare ourselves? Well ,this is a rough breakdown of the 4 hours you will have </li></ul><ul><li>Feedback session at beginning of class (15-20. min.) </li></ul><ul><li>Oral presentation of themes, 2 a class (1-1.5 h.) </li></ul><ul><li>15 minute break </li></ul><ul><li>Development activities related to the teaching plan and lesson plans. (1 -1.5 h.) </li></ul><ul><li>Oral language practice (30 min.) </li></ul>
  30. 31. Classwork (cont.) <ul><li>There will also be two evaluation sessions. One before Christmas and another before Holy Week. They will consist primarily in the composition of one theme from 5 chosen of the themes studied to that point. In the second evaluation, I would also like you to present your teaching plan. </li></ul><ul><li>As the date of the exam gets nearer, less focus will be placed on the themes and more on the lesson plans. The theme presentations will eventually be substituted by lesson plan presentations. </li></ul>
  31. 32. Oral Presentation of Themes <ul><li>Alternating students will be asked to orally present themes from the official theme list. </li></ul><ul><li>The themes used may be either from Premir or other material you may have. </li></ul><ul><li>Your presentations will be evaluated by your colleagues and teacher. </li></ul>
  32. 33. Oral Presentation of Themes (cont.) <ul><li>Although in the oposición you will be required to write the theme in two hours, periodic oral presentations of the theme will require constant work and memorization of the contents as well as evaluating your own ability and those of your colleagues to orally present material, which will be required in the final presentation of the program and didactic units. </li></ul>
  33. 34. Oral Presentation of Themes (cont.) <ul><li>Advice for the presentation of the themes: </li></ul><ul><li>-Be yourself. </li></ul><ul><li>-Adequately organize the contents into an outline to be written on the board. </li></ul><ul><li>-Rewrite the themes in your own style and with creative examples to facilitate their memorization. </li></ul><ul><li>-Take your time although it is recommendable to not surpass 30 minutes. </li></ul>
  34. 35. Periodic Evaluation <ul><li>Apart from the continuous evaluation that will be carried out weekly in class, mock exams of Part 1 will be given before Christmas and Holy Week in order to test the progress of the candidate. This is also a chance to see how you compare to your classmates and will also give you a chance to evaluate and be evaluated by a panel of classmates and your teacher. </li></ul>
  35. 36. Teaching Syllabus and Lesson Plan <ul><li>At the same time you will be writing a syllabus and lesson plans. A calendar will be given as to when certain parts need to be finished. Class time will also be alotted to present certain sections of the program in English and eventually a lesson plan. </li></ul><ul><li>You will have another teacher who will prepare the general aspects and structure of the teaching syllabus and the lesson plans. However, I will be dedicating some class time to the more specific English language aspects of your teaching syllabus. </li></ul>
  36. 37. Study Advice <ul><li>In preparing an oposición there are no guarantees or magic formulas. Knowing HOW TO STUDY, however, will permit you to evaluate what is important and organize your studies accordingly. </li></ul><ul><li>First of all, you need to find a comfortable place to study. Remember you will be spending a great amount of time in this place, so make sure you have a comfortable chair, ample space, good lighting, adequate temperature, the necessary materials and silence. Your friends and family must know that this is a sacred place and time for you. They should know that you are not to be interrupted. </li></ul>
  37. 38. Study Advice (cont.) <ul><li>It is a good idea to study in blocks of not more than two hours. Study is a rigorous mental activity and drains your body so an occasional rest is positive and helps you clear your thoughts. Award yourself little pleasures for short terms study goals achieved. Exercise is also desirable. </li></ul>
  38. 39. Study Advice (cont.) <ul><li>The time dedicated to study will depend on the student’s circumstances. Ideally, an opositor will be exclusively dedicated to his/her preparation, this, however, for many people is unrealistic. So time management is essential to good preparation. That means not wasting time ( television is one of the most evident time killers) and taking full advantage of the little time one may have (weekends, late night etc.) </li></ul>
  39. 40. Study Advice (cont.) <ul><li>The time dedicated to study will also vary among individuals. Everybody carries with them their own intellectual baggage and abilities. This will depend on innate characteristics, previous study, and numerous other factors. In any case, 4 or 5 hours daily is recommended, moving to more than 8 hours as the exam comes near. </li></ul>
  40. 41. Study Advice (cont.) <ul><li>Memorization is the key to reproducing successfully the themes of your oposición. It will improve as you exercise it. You need to consider the following: </li></ul><ul><li>-An image is the key to memory. When studying it is important to make diagrams of abstract concepts, using geometric shapes and arrows in order to make a visually simple script. Film directors do this when making films, they visualize what will happen. It is called a story board. Think of your themes as stories to be visualized and told. </li></ul>
  41. 42. Study Advice (cont.) <ul><li>Color coding the themes is also useful in this aspect. Important concepts could be highlighted in red, while an important name could be highlighted in green. The more attractive the theme, the more easily it will be remembered . </li></ul>
  42. 43. Study Advice (cont.) <ul><li>The comprehension of a text is also a necessary condition for remembering. Many people read the newspaper, for example, without paying much attention and the result is that they are able to recall very little of what they have read. So pay attention to what you read and try to remember the most important aspects of the theme. </li></ul>
  43. 44. Study Advice (cont.) <ul><li>Outlines are very useful in this aspect. They organize the most important points in an easily studied format. Upon finishing a theme and while reviewing periodically try to remember the most important aspects of the theme and write it down in a coherent outline detailing major and minor points. The rest will come to you naturally. </li></ul>
  44. 45. Study Advice (cont.) <ul><li>Actively participating in the development of the theme is a far more memorable experience than simply reading and trying to memorize a theme written by someone else. It requires your comprehension and full attention. If you write the theme yourself, you put abstract concepts in your own words, you make it tangible to you. Moreover, you can use creative examples pertinent to you or to modern times to make a thematic link in themes. They are also more easily remembered. </li></ul>
  45. 46. Study Advice (cont.) <ul><li>Recording your themes, teaching syllabus and lesson plans is also a good way of memorizing. By recording them you oblige yourself to present the material and listen to the way it is presented, a form of self-evaluation if you will. Auditive memory, moreover, is often cleaner than visual memory and is retained in the middle and long term, and recordings can be taken with you, (on a walk, in the car, on a train etc.) so that you can put to good use idle time. </li></ul>
  46. 47. Study Advice (cont.) <ul><li>You should avoid improvising your study. Mark yourself short term goals. Time is limited so you have to make choices as to what is important. It may be advisable to learn less themes and work more on the the syllabus and lesson plans. </li></ul><ul><li>So once again ask yourself this question: </li></ul>
  47. 48. <ul><li>Are </li></ul><ul><li>you </li></ul><ul><li>worthy? </li></ul>