Período de Orientación y Evaluación Diciembre 2018/Febrero 2019: Plan de Trabajo, Contenidos Nodales y Ejercicios HISTORY Senior 5

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Período de Orientación y Evaluación Diciembre 2018/Febrero 2019: Plan de Trabajo, Contenidos Nodales y Ejercicios HISTORY Senior 3

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Período de Orientación y Evaluación Diciembre 2018/Febrero 2019: Plan de Trabajo, Contenidos Nodales y Ejercicios HISTORY Senior 1

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In Search of Paradise…

“No one leaves home unless home is the mouth of a shark.” 

Look at the following images:

  • What do you see?

  • What do these images make you think of?

  • What questions do these images bring to your mind?

Now, we are going to do some research on our immigrants. For next Monday, November 12th we are going to complete the following link with info on the immigrant influence in our own families. 

https://docs.google.com/document/d/12nxHaDbz4oyPESevll5IfKubtnq0EHl_BzoAPzVcUAw/edit?usp=sharing

Let’s keep working!

I expect you to share your group work in a doc with an appropriate title. 

You’ve now watched the movie and you have your notes. You are going to make a collage using “ThingLink”. Your collage should show ON THE ONE HAND the characteristics of immigrants, their origins, their difficulties and the conditions they were in. ON THE OTHER HAND, your collage should also show the different reactions people in USA had towards them.

When you finish this, you’ll be ready to work on the info from “Our Immigrants”. Your task here will be making an Infographic showing the MOST IMPORTANT aspects of our immigrant stories.

Here are a number of tools you can use:

https://piktochart.com/

https://www.easel.ly/

https://visual.ly/

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Other Revolutions…

 

 

 

 

 

 

  • Do research on a revolutionary movement that involves change but not violence.
  • Make a virtual collage with images that provide evidence of the work done by the movement you did research on.
  • On a Venn diagram compare the movement you´ve done research on and a Revolution you studied in S4 or S5. Analyse motives, process and results.
  • Using the people in your group make a human sculpture showing the contrast between a historical revolution studied this year and the one you did research on.  
  • Find a song which, in your view, captures the spirit of the movement you will be presenting to the class.
  • Prepare a recording with the sounds in nature you associate with the movement of your choice. Account for your choices.
  • Give feedback on another group’s activity using a rubric.
  • Make a personal reflection on the idea of Revolution. Think of a personal proposal for a new revolutionary movement you’d like to be a part of and explain what you would like this movement to do.  

 

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As the moment of truth comes closer…

 

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History IGCSE: Paper 4

Dear All,

Today we’ll work on the specifics of Paper 4.

  1. Paper 4

This paper changed three years ago. We shall be discussing the changes and working on what is required of you now.

To that effect, we shall be working on this podcast.

Before we plunge into the actual practice of Paper 4, let’s have a look at the descriptors:

Finally, here are the questions that were asked in June’s sitting:

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A League for Peace.

The new decade found a world craving for peace, willing for peace to come and stay after the horrors of WW1. 

In Wilson’s own words “I can predict with absolute certainty that within another generation there will be another world war if the nations of the world do not concert the method by which to prevent it.”

This is what countries expected the League to do. The coming classes you will be analysing the aims of the League, the decisions she took and the work she underwent in order to assess the degree of her success.

You are now faced with a number of challenges, on the one hand a new topic and on the other hand the challenge of working cooperatively for your group and your own personal benefit.

Let’s take it step by step.

To start, work on a notetaking activity on some intoductory videos on the League of Nations.

Enjoy your Spring break and we’ll keep working when we get back! 🙂

Welcome back!!! 

Today we start working on a set of activities to better understand the work of the League of Nations, its success and failure during the 1920s.

Be ready to use your books when necessary to look up information you may need as well as your computers. Remember these activities will be done in your groups (Grupos Base) and it’s really IMPORTANT that you do the activities in order.

Here are some webpages you may use to help you:

https://www.johndclare.net/

https://www.bbc.com/bitesize/guides/z98xj6f/revision/1

https://www.mrallsophistory.com/revision/the-league-of-nations-in-the-1920s.html

http://www.gcsehistory.org.uk/modernworld/interwarperiod/index.htm

At some point, you could divide the activities with the members of your group if you want to.

If you have questions, do not hesitate to ask the people in your group first, your classmates in another group and eventually ME! 🙂

As you complete your activities, share them in a doc with your group members and with me.

Ready, steady, GO!!! 

Here’s the rubric we shall be using to evaluate group work and learning outcomes.

Evaluación de trabajo cooperativo de paleta IM

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Roles para Aprendizaje Cooperativo.

En esta imagen podemos ver los roles para el Aprendizaje Cooperativo junto con las características de cada rol. En el caso de trabajar con Grupos Base de 3 alumnos, los roles de Comunicador y Soporte podrán fusionarse en uno. 

This slideshow requires JavaScript.

 

 

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On the Korean War – Senior 3

A partir del tema de la guerra de Korea durante la Guerra Fría propuse una secuencia de actividades para que los chicos hicieran en sus Grupos Base.

Ellos no sabían al comienzo de la secuencia que estaban trabajando en sus Grupos Base. La idea era que pudiéramos hablar del espíritu de estos grupos una vez terminado el trabajo, analizando el recorrido en cada una de las actividades así como también las dificultades y los beneficios que encontraron en el trabajo grupal.

Comparto la planificación, fue un plan sencillo que apuntaba a poder cubrir los aspectos más importantes de la crisis en un tiempo razonable y también para poder pensar que se puede organizar una dinámica de aprendizaje cooperativo sin una planificación especialmente compleja o larga.

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