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.

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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.

 

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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: Leaderships styles

Hello guys! I am Celia and I am the facilitator of this week´s activity called leadership styles. If you want to know what we have done this week, keep reading!

On Monday the professor explained us the activity to the whole class, specifying some characteristic that out work had to have. She told us that our work consisted of choosing one of the four leadership styles (Authoritarian, Participative, Transactional and Transformational) that she uploaded to the virtual classroom, after that we had to create a speech about a school with some issues and we had to provide solutions to those problems (you can see our speech in Artefacts). The main goal of this activity was to give clues to our classmates about what kind of leadership style we had chosen and they had to guessed it once the speech was over.

On the half group session we all decided what kind of leadership style we wanted to be, we chose Participative because we thought it was the most appropriate to our personality. Then we organized what we had to do for Tuesday.

On Tuesday we all met after classes at one of the cabins of Luis Vives and we started working on the activity. Ester wrote the speech and we all gave her ideas to include on the speech, she also did the brochures. María made the pennants with our logo and our motto, Luisa made the sweets on the stick, Alejandra made the pins with our logo, Noemi made the poster also with our logo and our motto and I translated the speech from Spanish to English. (If you want to see the final results you can click on the journalist post).

On Wednesday we presented our work to the whole class. Alejandra was the star of the group therefore she had to present our speech, while Alejandra was talking María handed out the pins, Luisa did the same with the sweets and Ester also did the same with the brochures. Meanwhile Noemi and I were showing the poster and the pennants.

Also, while the other groups were presenting their works we had to write down what their characteristics of their school and we had to guessed what kind of leadership styles were they.

As I said before our leadership style was mostly participative but the professor and some classmates said that our speech had also a pinch of transactional, in real life is very difficult that a speech or a leader have only one kind of leadership style, the majority of them are a mix of different leaderships styles, like our.

Hope you enjoyed this post!!

See you next week! xx

Task 8

Hi there! I am Celia and I am the curator of this week´s activity. We do not have new resources to upload due to it is the same activity as the previous weeks,therefore I will explain what I have done this week. I was part of the program There is one thing that I want to tell you and I was one of the students that gave the surprise to the teacher. I have had so much fun doing this activity and I would do it all over again!

See you next week!

Task 7: Making a TV show about complexity

Hello everyone! I am Celia and I am the journalist of this week which means that I am the one in charge of telling you the dynamic of the weekly work. Hope you find interesting what we have done this week!!

This week´s activity is about creating a TV show about current education news for that we had to record a video the whole class and we had to choose six news among all the groups. The people in charge of this activity were the stars of last week and the rest of the class were divided in two groups: editors and actors.

On Monday (organizing day)

We started working on the activity, the facilitators in charge divided the editors in little groups to better organize ourselves. There were groups of the screenplay, materials and vestry among others.

Also the facilitators in charge had to choose the actors of every single news. Once all the work was clear the only thing left to do was filming.

On Wednesday (filming day)

We arrived to the classroom and everyone already knew what the had to do so we started working.

Each group chose a different place for filming the news, some groups chose the faculty of Education, other the faculty of Philosophy and other the classrooms in our teaching building.

  

Blog in which we have commented:

https://tuttifrutieducation.wordpress.com/category/journalist/

The Complexity of Changing Outcomes for Students

We have enjoyed so much doing this activity and we are looking forward to do the next!!

See you next week guys!