Being the star by Elena Rivera.

Here you can find the 36 questions about the topic 4:

1. If a student resides in a rural area and must move to another nearby town to go to school, who will pay the transportation costs, school meals and boarding?

2. What has changed with LOMCE regarding co-education?

3. How canthe academic record of a child be evalued for admission to a school or for the contrary does that academic record interffect for her/hisadmission?

4.Distance education is a modality of Organizational variations and alternatives in primary education, but it is not the only modality that use this model. Which oher types of education use it?

5. For economic reasons, a child decided to leave school. Two years later he has decided to come back again but he cannot attend classes regularly. According to LOE and LOMCE, may he do it by distance  education? Which resources  will he use?

6. What purposes have the Spanish-Moroccan programs? By what way are they trying to get better results?

7. Sara's family has to move to Canada to find work, because in Spain they can't find it and their parents can't pay the mortgage. What kind of distance education should ask your family to Sara?

8. Moanes is a little town in Asturias with small population centers. What type of school has this town?
Of what level are the students who are in this type of school?

9. Hassam and his family have just moved to Spain. Hassam is 10 and does not speak much Spanish.What type of provision parents have to ask the school for your child to be integrated?

10. Imagine that you're going to be a teacher in a rural school in which it develops the Yearly General Programme and in which you'll work with Pre-Primary and Primary students. can you tell us what type of rural school will be it and what will be your purpose in it?

11. How are the activities in this program?

12. If you visit a school which provides pupils non-regularly attending school with education attention to coordinate home teaching programmes and pupils at compulsory schooling age are hospitalised for a long term, upon what type of school are we talking about and how is its organization?

13. The Tomson family, like six other families, has to trevel form one place to another with their own circus troughout the year, which provide some instability int he school year of their two sons. The Tomson want to ensure the continuity of the educational process of their children and clain that scheduling and sequencing of the teaching-learning process will be given in an appropiate way adapted to the particular context in which they live. Where they have to resort to request an itinerant classroom and to educate their children? In what type of education can enroll their children?

14. If a primary education student cannot come to class due to, due to personal, social, geographic or other exceptional circumstances, what kind of measures he could use? And which are their main characteristics?

15. What is the main objetive of the bilingual centers (convenio MECD and british council) and who are they destinated for?

16. Imagine that you work in a school where there are some Moroccan pupils. What type of provision should the school count with and how it works?

17. Do headmistress or a headmaster need to have specific and complementary studies at his or her degree? Or can any teacher be a  headmaster?

18. Regarding the school autonomy, educational administrations have the freedom to create work plans outside of their curriculum. So, could these plans affect students in their titles obtention?

19. Will the headmaster decide about the students admission? How?

20. How is the organization at rural schools?

21. Which type of provision have pupils double enrolled and how is their organization?

22. Which kind of pupils receives and non-regular schooling?

23. Do you think those students from the rural schools will have the same opportunities than the others form the cities in the future?

24. In a primary school, can the students be members of the school heard?

25. According to the organizational variations and alternative structures in primary education, if you go to a bilingual school, in which country are you going to study and under which curriculum?

26. The head teacher of a state school doesn't have enough bilingual teachers this year because two of them have retired. In the interim lists of Board of Education are not enable. What can he do?

27. Which do you need to receive distance education?

28. According to the bilingual teaching: which languages are tauht and why are they taught?

29. If you were a primary student children, What could you do with your studies if you were sick  and your illness couldn't let you leave your house/hospital?

30.During which period of time can the itinerancy and non-regular schooling educative responses be applied?

31.Who has to authorize the pupil for being able to recibe a distance education?

32. What does the CRIE take into account for making the Yearly Action Plans?

33. What should do the student who want to study by distance education?

34. For a centre to be bilingual, which organs of government need to be in agreement?

35. What are the differences between rural schools?

36.If a student at compulsory schooling age who have to move from their habitual residence during the school year because of their families' temporay job. and he/she can't go to class, what kind of provision he/she need? And how is this organized?

Being the Facilitator by Elena Rivera

 Finally, I want to say that I have chose this way to express myself because it's something new for our blog. I hope you like it.

Carmela Navarro Artés, "The Facilitator"

This week I have been working as the Facilitator.
I think that this week we understood what we had to do since the first moment, so it make easier my job as the "Facilitator" and also the groupal work, so because of that it haven´t been such a difficult work for me.
I started my work as the boss understanding well what we had to do, then I explained it to the rest of the group and I also have been tweetting.

According to the groupal work, we started the week thinking aabout an original way to show to the class the negative points of text books, then we continued recording some videos in different places and finally the star explained each one of the recordings to everybody on Monday.

With this activity we realise that text books are not necessary at all, and there are many different ways to explain the concepts or the contents.

This week we had the visit of Mercedes Ruiz (@londoness) and with her we learnt that we are free to explain and teach what ever we want, she was a great teacher, very funny, friendly and also familiar because she made us fell very confident and ready to do all the activities that she presented to us. With her we did an activity in which we had to explain something in an original way with a slogan and then explained it, we chosen the slogan "Smirrel the Squirrel", with a picture of a squirrel jumping in the University, and we wanted to explain that the nature is everywhere.

A new role for this week. Elena Sánchez Valverde

To describe my role this week I would like to say that to be a Facilitator is a bit more complicated than I thought.

Lasts week I was able to understand perfectly my role, but this week we've had some troubles, for instance to when we organized the work between all of us, I made some mistakes.

First of all, I had to understand what we had to do but I have to say I was wrong. Maybe you're wondering, why. The thing was that I understood we had to make three differents Power Points, when actually we only had to make two. But I have to add that we were able to check it and to fix what was wrong. It is interesting how we can create a lot of difficulties when  the work is  actually easier than we think.

To begiin to describe the work that I have done this week, first of all I met with some other people of my group along last week, and we put in common the things we had to include in the presentation of last Monday. That day we'd got some differences between us, but at the end we made up and we tried to do the best for our group and for our work.
On Saturday I started the day telling one by one the things ( the slides) they had to do for this week. It was so difficult because when you have to decide and to organize a group of many people you've always got some douts about who dit it better, even though my group helped me and all of us did the diffents slides together.

As a Facilitator, I encourage up my group to improve some aspects of our work, for example, improve the design and the contents of the blog, and other things. Yesterday we talked to Linda, the teacher of the course, she gave us some piecees of advice to improve the design of the blog to impress the readers.

To conclude I have to say there are some roles which I haven't done yet but, at the moment I think this is the most difficult of all, the explanation of it is because when you have to guide the work of others and these other people are your classmates and some of them are your friends it is complicated, because you want to do your best, but also you have to understand their different ways of working.

Being the facilitator, by Miriam Riquelme Gil.

This second week has been (in some aspects) easier than last week.
The main reason is that this week we knew what to expect and what we were doing better than the first. We started the week with a lot of enthusiasm and, as we asigned the rols, I tried to organize more or less the work for this week.
The first thing I did as the facilitator was to put a deadline. Every post by every single one of the roles had to be in a draft by Saturday night to avoid the last hour updates and go a little more relaxed. After that, I tried to help my group mates as much as I could, asking questions to the teachers, observing that everything was going correctly...
I think we honestly did a good job this week and that now we are getting used to work together and we are more comfortable than last week.
Personally I think I did my job well this week, but it can always be better, so I'm sure that with effort and hard work we will be a great group very soon.
Also I have uploaded some videos this week in order to document our work and to share it in the social networks.
Today it was the day of the presentations and we were nervous because we didn't know what to expect. When Linda explained how the presentations would be done, we all started working in our groups (Facilitators with facilitators and journalists, analysts with analysts...) I think this was very intesting beacuse we are learning how to coperate and work in groups.
It's been an interesting activity and I have really enjoyed it.

Finally just a reminder that you can follow us on twitter and  instagram

Alba Yelo as the Facilitator on TPACK's work

Hello there! My name is Alba Yelo Maquilón and I was the Facilitator of the group last week.

At first, I thought that my role was controlling every step that my partners did, guide them in their jobs and also I thought that I would be responsible for the final mark of this week’s task, but instead of that, I discovered that my real work is just to guide and help them, and try to solve the problems they have (like misunderstunding or how the mass media works). My job is also to correct the posts of each member of the group and upload it on the Blog.

In the begginig of the week I was scared with this role because we didn’t know what we had to do - It is the first time that we do a work like this and we didn't have practice on it- and I didn't know how to guide the people, but along the past week I felt confortable and I could understand each part of the entire work, so I could help everyone with their problems.

Hope the next role will be so exciting as being the boss was!