Task 10

Hi there! It’s Ester, this week’s Sweet Chilli Pepper analyst.

Unbelievably this is our last task in our course of School Organization and Educational Resources, and I said unbelievable because it seemed that this day was never going to arrive, but it did. As this is the last analyse in our blog  I’m going to try to do this last one as better as possible, and I’m not only going to talk about this task but also about a general overview of our progress as a team during this course.

In this task, we all experienced a “déjà vu” because the format of the artefact and of the presentation (speed learning) was the same as the format of our first task in this course (see the TPACK task). From my point of view, we found quite easy to organize everything, it was as if we knew all of the steps that we had to follow, not only because of the TPACK task, but also because of all the experience that we have gained thanks of all of the previous tasks.

Apart from the organization, I also think that the presentation day was so much easier for our stars, because they knew how it was going to be and we all have much more experience with the presentations after doing so many of them during the course.

However, obviously there is always a hard part and this time it has been the part in which we had to find the relationship between the concepts from the four documents. In my opinion, the problem with this task was that we all had different interpretations about the papers that we had previously read, and we had to spend a lot of time for agreeing. So for instance, if someone though that there was a good relationship between two different concepts, other didn’t understand it or didn’t think that it was right, and even we got nervous and did not use appropriate words . Furthermore, the day of the presentation our teacher Linda told us that there were two relationships that were missing in our artefact, and it is funny because the day before we had been talking about one of them, but finally we did not put it in because of what I have just said; some of us thought that it was correct and some did not. So maybe the real problem here was that we did not achieve to explain well to the others what we thought which reminds me that in life, and in our future jobs for sure, we are going to find some occasions in which we will have to debate with other mates about anything that we consider that is correct and that they don’t, and I really consider that it is important to know how to debate when you think that you are right and that the other person is not. From my point of view this is also related to the assertiveness because at that times, it is essential to expose your raisons but doing it well and without imposing your opinion, because at the end, this is what it is, just an opinion.

On the other hand, and referring to the topics that we have been working on during this week, there are two things that are very clear for me now:

Firstly, that it is essential the coordination between workers in order to do a good job, but especially between teachers. And secondly, that the relationship between the students or the teacher is a very important factor in the education that the students  receive. Nowadays everybody has heard about the connection between bad environment and bad academic performance in some schools, or for instance, about children that obtain bad marks because they are being mistreated by their classmates.

To sum up, I think that during this course we have learnt a lot of things: from how to use a web 2.0 tool to how to work efficiently by groups, starting with a large amount of nerves and mistakes and ending with quite a lot of confidence in ourselves and organizing us quite well.

Anyway, and regarding to my general analysis of this course, I think that we also have learnt (not only with this subject but also during our life so far) that making mistakes and having difficulties can also help us to learn from them and that humans need to make those mistakes in order to improve themselves. So we should always look on the bright side and not only focus on the things that we have done wrong, but also on the things that we did well and learn from the negative ones, because it doesn’t matter how hard we try, we always are going to make mistakes in our works, and in our life in general.

TASK 10: Schools that learn

Hi! I´m Noemí Pacetti and this week I´ve played the role of star in the group together with my mate Celia.

On Monday, our teacher Linda explained us what we had to do in that new and last task of the subject. The activity consisted in finding relationships among the texts of Complexity Theory and Connections that we already knew and two other new texts from Mª. T. González and A. Bolívar. She also said to us that the task had to have to stars so Celia played with me the role of second star.

On Wednesday was the presentation day, we all had to present or works in speed learning way so, all of the stars took a place and the groups were rolling to listen to the explanations that should last a maximum of five minutes.

Celia and I at first felt nervous but we did better as each group passed. We ended up in a very composed and natural way-

I think that for the two of us, that was kind of a special activity, it was the last one and we two also presented the first one of the subject, so we felt very happy and more confident. We realized everything we had learned and that time flies.

A big pleasure, see you guys!

Task 10: Schools that learn

Coordination´s structures & Complexity theory and changes. (Mª. T. González and Complexity)

Complexity theory says that all the structures are related among each other and they should be coordinated to improve the organization of a school, setting changes whenever they are needed in order to obtain a better functioning. Mª. T. González in her text explains that with the relationships among teachers, they can exchange knowledge to improve organization, and also coordinate themselves to make the necessary changes.

Diversity and redundancy & Schools that learn. (Complexity theory and A. Bolívar, schools that learn)

Schools learn due to the demands of external factors (such as politics or educational laws) that require a renovation in their organization. Schools have to learn to implement new ideas that could cover these demands so, they are useful. That´s in relation to diversity and redundancy because if every suggestion, idea or proposal was implemented, the school would be in a state in chaos. Therefore, complex organizations go through different processes of evaluation, which creates diversity of new practise, ideas and systems. Other innovations and longstanding practices or ideas become redundant if they can´t adapt well to the new approach.

Teacher and Students & Internal Factor. (Connections and relationships and A.Bolívar, internal factors):

The organizations do not learn just to learn, but the main objective of the schools is that have a positive impact, inside the classroom and the school itself, in the educational experiences of the students. It is not enough to redesign the organizational structure and the relationships among teachers if that does not help to improve the results and increase the commitment with the student´s learning. All of this matters in the relationship between teachers and students.

Deterministic and Randomness & bussiness origins. (Complexity and Bolivar):

The organizations that learn have been treated from diverse disciplinary perspectives. While some of them highlight the dimension of internal development of the organization (which is related to the deterministic), others highlight the learning depending on the demands of the environment, judging that organizational learning to be more efficient than its competitors or to adapt faster to changes in the environment (which is related to randomness).

Teaching teams & Learning in groups and teams. (Mª. T. González and A. Bolívar)

This relationship can be seen between the texts of A. Bolívar and Mª. T. González. Both of them agree with the fact that teachers are elements of the organizations that are coordinated among each other and from that they obtain new knowledge in order to improve their organization and efficiency.

Peers & the structure of coordination. (Mª. T. González and Relationships and Connections)

This relationship can be seen in the article of Teresa González and in the Relationships and Connections. The relationship is based on the students establish relationships anmong them within the school environment and Teresa explains that the teachers also can be peers so that their work is coordinated and they can exchange views.

Task 10

Hi my name is MLuisa and this week I am the facilitator of sweet chilli pepper.
This week is our last week in our class of organitation.
First of all I want to say thank you to my groupmates for all their job and for be the best mates I’ve never had.
This week we have to do a poster, how Linda says “we have to finish at the same way that we started”, this topic was a bit difficult because we didn’t understant very well the Bolivar’s article but we finally understood it.
We made a diagram with the mains characteristics of the four articles and then we relationed the first couple of articles with the second ones.
Finally, our stars, Celia and Noemi, present our task in a speed dating. It was very well but we have some mistakes.
I think that we finally meet very well each other and we work very good toguether. My mates are very special, each one have a essencial role in our group and that makes easier the work toguether. We have a very good understanding and confidence between us, and that make not only a group but a friendship too.
Goodbye sweetties, It was a pleasure to write this blog with my friends, we hope that the people like it because for us means a lot!
X

Task 10: Schools that learn

Hello there! I am Celia and I am the translator role this week. My work consisted of choosing the five most important words of this activity. Hope this post teaches you something new!

Organizations that learn: It is a counterfactual model that provide ideas, processes and strategies to orientate how the educational centers can learn, and at the same time to explain why, in so many occasions, they do not do it. The organizations that learn do not learn just to learn but their main goal is to create committed and participative people that pursuing common purposes and that they try to develop more efficient ways to reach those goals, adapting to the requests of the environment.

Distributed cognition: Explains well how knowledge can be distributed among the groups. Each member of the group is specialized in a function that passes the group and, in that sense, the total capacity of the group is distributed among the members. The contextual relationships in which the members work, cooperating around common projects in professional communities, are also very important.

Individual learning: It is very important that the organizations have individual learning as much as to have learning in groups and in teams. The teachers in this case need to be apprentice and learn as much as possible because the organizations need teacher that are not conformist and they try to learn new concepts every day, so in that case they can give to their students a better training. This definition along the distributed cognition constitute the Learning of the Organization.

Teaching teams (Equipos Docentes): It is an organizational unity which mediates between the educational center and the classrooms, along with the departments. The teaching staff that is working whether in the teaching teams or in the departments are in charge of working together to translate the educational options, values and purposes of the school. It is very important that every single educational center have teaching teams and departments to coordinate everything related to the school and the teaching because without it the school would be immersed in a chaos.

Speed Learning: It is a teaching method in which the class is divided into groups to present their work, while somebody of the group is presenting their work, the rest of the team have to go to see the works of the others groups of the class and so on. The time is around five to ten minutes that is why it is called “speed learning” and the class is distributed in the best possible way for the learning to happen. This teaching method is very interesting because you get to see the works of your classmates, compare the work you have done to the work they have done, see different perspectives of the work and the most important thing is that you learn from this experience.

Task 10 : Schools that learn

-Bolívar Botía, A. (2001). Los centros educativos como organizaciones que aprenden: una mirada crítica. Contexto educativo: Revista Digital de Educación y nuevas tecnologías. Año III. Núm, 18.

-González, M. T. G. (2003). Estructuras para el trabajo y la coordinación de los profesores en los centros. En Gonzalez, M.T., Portela, A. & Nieto, J.M. (Coords.) Organización y gestión de centros escolares: dimensiones y procesos (pp. 57-74). Pearson Educación

-Starkey, L. (2012). The complexity of schools. In Routeledge (Ed), Teaching and learning in the digital age. London.

-Starkey, L. (2012). Connections and relationships . In Routeledge (Ed), Teaching and learning in the digital age. London.

 

Captura de pantalla (190)

TASK 10

Hi guys! I’m Alejandra and this week I’ve been the journalist.

The first day, on Monday, our teacher Linda explained the task. This task which is the last one are quite similar to the first one we did. Our facilitator, Luisa organized the task after the explaination in order to in the practice hour we could do at least a draf for doing the activity.

On Tuesday, we met to finish the task. We started to look for connections between the texts. At the beginning, we though it was a easy task, and it was, but looking for the connections has been quite hard. When we have already done the links, we started to create the poster. We wasted lots of time trying to choose the kind of mind map we should use, finally we decided to do a diagram and personally, I think it was so cute!

image

image

On Wednesday, presentation’s day, our Stars, Celia & Noemi, did a great job, and I think they really have a good time. Our teacher, Linda, gave us some feedback to improve our task and it can help us to improve much more in order to do the real final task, the exams, both in group and individual!!!

image

Hope you enjoy this task and give us luck to pass the subject !

task 9 leadership styles

Hi guys, I’m María and I’ve been the analyst this week.

To begin with, this week we had to prepare a campaign in order to represent a style of leadership. Our star had to get in depth inside the tipe of leadership she was representing.

Firstly, in order to prepare all the details for the presentation we had a meeting and the facilitator, Celia gave us the instructions that we had to follow in order to make our campaign. One of us had to make the pins,another one made flyers, other made a little detail with sweets and lastly some little flags , and all together made the dicours.

As a matter of fact, the best moment preparing the presentation was making some of the details as it bacome funny.

On the other hand, the worse thing was the time we spent preparing a good dicourse as we did’t want it to be too short, so we had to imply our imagination and remembered some real cases in order to have an orientation.

By doing this activity not only we learned the different types of leadership but also that trying to agree with all the group in order to choose the best option in order to represent it in class is quite difficult as we all think in a different way.

In addiction, although at the begining there wasn’t an agreement with the type of leadership we would choose, finally we decided to make it democraticly by voting, which made us easier to decide, so I think that is a good way of deciding we should maintain for the next activity and in general for all the future group decitions we will have to make along our lives.

In contrast, dividing the work of doing the gift details for the capaign was too much work for one perso, so we should have made less details and divide more the work to do.

To conclude, due to the fact that we as teachers will have to adopt the leader role in many situations, we have to know the different facts that diferenciate one from others and choose the more suitable one depending on the situation, context, etc…

 

 

TASK 9

Hi guys! This week, I’ve been the star of my group, I’m Alejandra.

In this task, our teacher told us to prepare a electoral campaing that reflects one of the leadership styles we have seen.

My group and I decided to chose Participative Leadership, in which the leader takes in mind the opinion of people to improve any organization.

On wednesday, I did the presentation of the style. At the beginning it was quite nice, but while I was speaking I got more nervious, so in some ocasions I couldn’t speak properly.

We made flags and candies for our classmate like advertising of my candidature. In my opnion it was cute, but maybe we exagerate a little bit with the candies, however everyone ate them!!

At the end of the class, we out in common the styles that everyone had used. One of my classmates thought that our style was Transactional, which means that everybody do something for something, like a ‘quid pro quo’ or something like that. We didn’t have that expression but I think we have learn enough for improving this task.

TASK 9: LEADERSHIP

Hi! I´m Noemí Pacetti and this week I´ve played the role of curator in the group so, I´ll let you know the resources that we have used to do this week´s task.

Resources:

  • Hoyle, J.R. (2006). Leadership Styles. In Sage (Ed), Encyclopedia of Educational Leadership and Administration(pp. 595-98). : .

https://aulavirtual.um.es/access/content/group/1134_G_2015_N_N/Bilingual%20Group/leadership.pdf

  • Jamal, A. .H. (2014). Leadership Styles and Value Systems of School Principals. American Journal of Educational Research, 2(12), 1267-1276.

http://pubs.sciepub.com/education/2/12/22/

http://www.postermywall.com/

 

2016-05-06

See you!!