Ebaluatu ikasteko:Ebaluazioa autoerregulazio prozesu gisa. Neus Sanmartíamaiafilo
Nola ikasleak prestatu Autoerregulatzen ikasteko? Neusek galdera hori hartu zuen aurkezpenari hasiera emateko. Aurkezpen hau "Konpetentziak ebaluatu bai baina irakatsi nola Neus Sanmartí" aurkezpenaren bigarren zatia da, 2008an emandako formakuntzan. Aurkezpena berea da. Argia.
Ikas proeiktuak eta atazak: gaitasunak garatzeko estrategia metodologikoakPilar Etxebarria
Irungo Jardunaldi Pedagogikoetan emandako prestakuntza -saioa. Ikas proiektua eta atazak zientzia eta matematikan. Adibideak eta ataza bat garatzeko prozedura
Ebaluatu ikasteko:Ebaluazioa autoerregulazio prozesu gisa. Neus Sanmartíamaiafilo
Nola ikasleak prestatu Autoerregulatzen ikasteko? Neusek galdera hori hartu zuen aurkezpenari hasiera emateko. Aurkezpen hau "Konpetentziak ebaluatu bai baina irakatsi nola Neus Sanmartí" aurkezpenaren bigarren zatia da, 2008an emandako formakuntzan. Aurkezpena berea da. Argia.
Ikas proeiktuak eta atazak: gaitasunak garatzeko estrategia metodologikoakPilar Etxebarria
Irungo Jardunaldi Pedagogikoetan emandako prestakuntza -saioa. Ikas proiektua eta atazak zientzia eta matematikan. Adibideak eta ataza bat garatzeko prozedura
This document provides expressions for agreeing and disagreeing with others in English. It lists phrases like "I agree with you" and "That's a good point" to express agreement, and phrases like "I don't agree with you" and "That's not entirely true" to express disagreement. The document also includes phrases like "I agree with you up to a point but..." to qualify agreement and add additional opinions.
This document evaluates a student's group project work. It rates their use of slide text, the information provided, and their explanation across several metrics including interesting, good information, lacking information, clear explanation, and loud voice. An overall grade is then given.
This document contains a self-evaluation and group evaluation form for a citizenship debate group. The form includes spaces to list group members and rate each member on 9 criteria related to finding information, summarizing, having clear ideas, reaching agreements, participation, respecting rules, behavior, presenting topics, and using technology. Members can also provide additional comments.
This document outlines school rules for student behavior. It instructs students to use verbs to describe positive or negative actions and specifies areas of the school. Students should walk through corridors and not run in classrooms or throw food in the canteen according to the guidelines. Certain verbs like run, hit and shout are only to be used in their negative form while others such as walk can be positive or negative depending on the area of the school referred to.
The document provides vocabulary and school rules for the first term. For vocabulary, it asks students to define words in bold and fill in sentences with correct words. The school rules section instructs students to begin rules with a verb in positive or negative form, followed by a noun or area of the school being referenced. Examples are given such as "Don't run in the classroom" and "Walk through the corridor". The document provides guidance on vocabulary and outlines a format for clearly stating expectations for behavior in different school areas.
This document outlines a lesson plan for students to work in groups to research and propose new rules for different areas of their school. The objectives are for students to collaborate, coordinate roles, find information, make agreements, and use technology. The methodology has students form groups, draft potential rules individually and as a group, learn what rules are, correct any grammar issues, and propose rules for specific school areas. Students will be evaluated on their group participation, the quality of their proposed rules, and their behavior.
The document outlines the syllabus for a citizenship course with the objectives of working in groups, developing critical thinking and problem solving skills, having respect for others, and self-evaluation. The methodology involves group work using a group notebook to outline objectives, roles, activities, and self-evaluations. Activities include studying school rules, debating societal issues, and a project on how society is organized. Materials include a folder for group work.
The document outlines the methodology, resources, group distribution, assignments, and debates for a citizenship course. It describes using group work, interactive groups, social gatherings, research groups, and debates. Students will be divided into groups to choose topics, distribute roles, and complete assignments that involve finding information, writing, using technology, reaching agreements, and presenting to the class. Debates will cover current issues from different points of view, working on expressing opinions, respecting others, taking turns, using logical arguments, and self-reflection.
This document outlines the objectives, methodology, activities, and materials for a citizenship course. The objectives are to work in groups, plan work correctly, find and defend information and opinions, develop critical thinking and problem solving skills, act with honesty and commitment, and show respect and empathy. The methodology involves group work using a group notebook to document group members, objectives, roles, progress, and self-evaluations. Planned activities include discussing school rules, debating topics, and a group work project on human rights. Required materials include folders for documentation.
The document outlines a school activity where students will work in groups to research and define school rules. The objectives are for students to collaborate, understand different roles, find information, make agreements, and learn about rules. The methodology has students form groups, identify potential rules, debate what rules are, learn how to structure rules, and then create rules for different school areas. Groups will present their rules to the class. The activity will take 3 lessons, and students will be evaluated on their group participation, rule quality and structure, and overall behavior.
This document outlines the roles and responsibilities of group members for a meeting including writer, spokesperson, timekeeper, mediator, and organizer of ideas. The objective, agenda items, and evaluation are to be documented.
1. HERRITARTASUNA IKASGAIAREN AURKEZPENA
Herritartasuna ikasgaian zertan trebatuko gara eta zeintzuk izango dira gure helburuak:
1. Talde lanean trebatzea.
2. Lanaren antolaketa eta plangintza egokia egitea.
3. Informazioaren bilaketa, aukeraketa, selekzioa eta antolaketa egokia egitea.
4. Norbere iritziak eta ideiak argudiatzeko trebetasuna garatzea.
5. Ikasleek egoera gatazkatsuen aurrean, pentsamendu kritiko, eraikitzaile eta
logikoa erabiltzea.
6. Konponbideak eta soluzioak aurkitzeko gaitasuna garatzea.
7. Erantzukizunez eta zintzotasunez jokatzea.
8. Desberdintasunaren aurrean errespetua, tolerantzia eta solidaritatea agertzea.
9. Asertibitatea eta enpatia garatzea.
10. Autonomia eta auto-estima garatzea.
11. Norberaren autokritika eta auto-ebaluazioa egitea.
12. Ikaskideak ebaluatzea eta hauen lanak era konstruktiboan kritikatzea.
Metodologia:
Talde lanean oinarrituko gara eta talde lan hau kontrolatu eta baloratzeko
“taldeko koadernoa” erabiliko dugu.
Taldeko koadernoan arlo hauek agertuko dira:
• Nortzuk garen: taldearen izena eta partaideak.
• Zer nahi dugun: gure lanaren helburuak.
• Nola antolatuko garen: zeintzuk izango diren ardurak eta bakoitzak
hartuko dituen konpromisoak.
• Egunerokoa: egunero egiten denaren laburpena eta balorazioa.
• Balorazio orokorra: auto-ebaluazioa.
Egingo diren jarduera nagusiak:
1. Hiruhilabetekoan: Gaur egun kezkatzen gaituzten gaien inguruko talde lana.
2. Hiruhilabetekoan: Pil-pilean dauden gaien inguruko debateak.
3. Hiruhilabetekoan: Gizakien antolaketa formen inguruko talde lana.