TASK 4: TACCLE. KEY COMPETENCES
INTRO
https://www.instagram.com/tv/CaUs_0To00-/?utm_medium=copy_link
FACILITATOR: Rileigh
Firstly, as facilitator, I divided all of the roles amongst the group, so that we could complete this task smoothly during the week. Next, I created a Google Document and shared it with the group so that we could all write ideas about possible topics. When we eventually came to the conclusion that our topic was the earth/protect the planet, I had each of us come up with a few ideas of which activities we should create. We were able to accomplish most of this in class, however we did have to chat through our group chat on WhatsApp to complete anything that we didn’t have time to finish at the University.
STARS: Rosalía and Marta
Hello, this week we have done the task in the opposite way to last week. We had to act as teachers and the other classmates acted as children.
To start we had to choose 4 activities and relate them to each other with a general theme. Our theme was climate change and caring for the environment. With the 4 activities that we had previously selected, we had to think of several activities for our classmates to carry out and we had to explain them to them as if we were teachers. In the end, we agreed on the best ideas and developed some dynamic and very entertaining games so that, in addition to learning about the problem of the environment, they could play and have fun. We really liked the final result and our colleagues too.
TRANSLATOR: Carmen
Blooom’s
Taxonomy: Is a
hierarchical ordering of cognitive skills that can, among countless other
uses, help teachers teach and students learn. The order of the skills from bottom to top is remember,
understand, apply, analyze, evaluate, create.
https://www.teachthought.com/learning/what-is-blooms-taxonomy/
Competency: A general statement that describes the desired knowledge, skills, and behaviors of a student graduating from a program (or completing a course). Competencies commonly define the applied skills and knowledge that enable people to successfully perform in professional, educational, and other life contexts. There are 8 key competences: communication in mother tongue, communication in foreign language, mathematical competence and basic competences in science and technology, learning to learn, social and civic competence, sense of initiative and entrepreneurship, cultural awareness and expression and digital competence.
https://serc.carleton.edu/integrate/programs/workforceprep/competencies_and_LO.html
The competences
that we have used to focus the activity that we elaborated for our students
were the following:
Digital
competence: Involves
the confident and critical use of information society technology (IST) and thus
basic skills in information and communication technology (ICT).
Social
and civic competence: Social competence refers to personal, interpersonal and intercultural
competence and all forms of behaviour that equip individuals to participate in
an effective and constructive way in social and working life. It is linked to
personal and social well-being.
Sense of
initiative and entrepreneurship: Is the ability to turn ideas into action. It involves creativity,
innovation and risk-taking, as well as the ability to plan and manage projects
in order to achieve objectives. The individual is aware of the context of
his/her work and is able to seize opportunities that arise. It is the
foundation for acquiring more specific skills and knowledge needed by those
establishing or contributing to social or commercial activity. This should
include awareness of ethical values and promote good governance.
http://www.taskeuproject.com/the-tool/the-tool-en/what-are-key-competences/
We believe that it is necessary to be very explicit when selecting the key competences in order to achieve the intended learning outcomes. We must also take into account the age of our students, especially if we use ICT to carry out the task.
JOURNALIST: Lucía
Hello another week, I am Lucia and this week I am the Journalist of the group. This week we have been working as a whole group, thinking of a creative and fun activity that would include ICT to be able to do in class with the students.
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In this activity, the best part was when the whole group got together in class and we all contributed very creative ideas. We saw that the activity was progressing and that the children were going to have a great time, and they were going to learn a very important message, which is to take care of the planet.
On the contrary, the worst part of the activity was relating all the activities to the general theme of caring for the planet. In the end we managed it, and we made everything related, but this week we had moments of thinking that it was not going to work out for us. But with the support of the whole group we succeeded.
This week we have really enjoyed preparing the activity, and one of the best moments was when we all prepared the activity of making a bag with a t-shirt, because we laughed a lot doing it and there were some people in the group that did not do very well.
The worst moment doing the group work was to organize ourselves through video calls and to distribute the work because this activity was about crafts and it was better to prepare it in person.
With this activity we have learned to prepare activities that can be useful for children and that they can easily do. We have also learned to know how to function when explaining an activity and to be able to make it dynamic.
What we should improve as a group is to carry out the work that is up to each one with time, to be able to correct it together and contribute more things, a little more organization.
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