Dress Shirt Tucked Or Untucked 2010

2011, 2010

We burn

the last hours of 2010 and is a good time to take stock.

estranjis This year has been less active in terms of entries referred to other years: I've only written 77 entries (including this last post of the year) compared to the 126, 2009 or 137 2008. However, the number of visitors has continued to grow as well as comments on the entries, which pleased me and encourages me to continue writing.

The explanation for this decline, as well as the always handy excuse of overwork and travel (who does not?), Is the increased presence social network and in Educ @ contic. Although I Twitter since August 2009, was in 2010 when I participated actively in the conversation, and since then have been more than five thousand tweets that have allowed me to get in touch almost nine friends. On Facebook the conversation has been more informal, almost familiar, but occasionally I have also tried casting articles or blog posts to provoke discussion (sometimes with dire consequences ;-). Finally, Tumblr I created a space for the lyric, to show what I read and for appointments that impact me - and I must say I really enjoyed doing it.

Perhaps the most important innovation brought in 2010 was the invitation by Anibal de la Torre to participate in Educ @ contic . Like just today Juanma Diaz has collected what Educ @ contic and who are its driving forces, I think it best you dig out your entry if you are curious to know what I have done in this community. I just want to say I am happy to join the group of Educ @ contic and that for me has been perhaps the most important learning experience you've ever had on the network.

So if we add the 22 entries Educ @ contic to 77 entries in De estranjis and the thousands of messages on Twitter, Facebook and Tumblr, we could say it's been a productive year in the network.

And after the balance of activity in the network, real life.

Professionally, the year was marked by two major topics: basic skills and language center project. In my head are not two different issues and both are part of a bigger picture and more important: building an inclusive school quality.

The idea is simple: if we have an idea of \u200b\u200bquality, we must fight for an inclusive school, because quality is achieved when we work to ensure that all children learn in the best conditions. The key issue is we determine where we want to walk and for me the basic skills are the beacon towards which steer. And among all the basic skills, Linguistic competence is the gateway for access to much of the learning and the other basic skills. Everything is related.

in the way of my partner's core competencies Miguel Angel Ariza and both are iCOBAE . What began as a meeting of four friends to study and assimilate a new law has come to constitute a working model that is being piloted in many centers in different regions. As in the case of Educ @ contic, iCOBAE for me has been a learning experience: the model is not static, but we've been polishing the contributions of hundreds of comrades in many working sessions (this year, more than hundred training activities). So thank you to all who have decided to make the journey us.

Other issues have also occupied my attention (and have been reflected in De estranjis): the relationship with the family , lesson effective teaching strategies, the role of school inspectors , creativity and motivation , improving lifelong learning , coeducation, distributing the central "Finland" , multiculturalism, reading , assessment, project-based teaching and tasks, learning communities or collaborative learning .

Finally, I close this balance of the year thinking Sahara, where many people live with the hope of someday returning to their homes. We live in an unjust world: we strive to improve it, do not forget.

Thank you all. I send a big hug. Adios

, 2010.

Bulma Gets Laid Topless

Tecnodeseos 2011 Small details

Want to know more tecnodeseos ? Would you like to participate ?

Cheer up, we are waiting!

Health and good humor for 2011. All the best.

Milena Velba Forum Ru

Tour! I will be

The backpack I put together for 3 days I'm girl and I do not know where to start because I spend so long since I left home and me Remember that's what happened: P
I think it was a Friday at 8 am when we reached the terminal to go to CBA, we face type 1 and for the hostel legrand in new cordoba, the neighborhood of pretty girls, suddenly became 3 in the afternoon and went in search of a cole q blanks and take us to jump, sisi, after all the times that we still do not know that cole is ... A4 or A6 or else the N, N1, N2, N3, N4 but those farther let you, the question is q we say "there in the home" and on the way to school saw him coming and ran, did not reach and we were left waiting half an hour until I get another. : S turns out that the street was not home, was the previous ... which gets you jump, so we knew the full path of the A6 and worried that was 3, we jump like 5! Jump
skatepark was in a middle state santaflycino ... with a painting he wanted to disguise the holes, but did little when they were spending over .. : / Even though that could make good shots, I encourage to tranfer lip and I was very happy: P and looking at the footage I saw wonderful things that you'll see.
We spent the whole day without eating to the expectation that the night we were going to eat excessively BurguerKing much! and so was ^ ^ Then we went back to the hostel, we showered and got ready a few drinks and relax on the patio of our room.
Next Day, Saturday ... 9:00 a.m. a call type OO "hooolwaeasaaaa ..?" Luckitas dad was wondering how to get to jump in car I tell you masomenos ... or I think I did that because usually when I wake up those things happen without knowing what I said, and slept until she called me at 10:30 saying that he had been found but it was closed Jump and I told him I would open .. point is that we rise to that call and face all type 1 were at school and calls me and tells me again "is suspended!" : O CAN NOT BE! : O
We got to jump and it was true, Jump had been closed by the city because the owners are sent a little party last night and the place does not have permission to little party;) and Peter says "all for Epa Skatepark." We took a little trip mystic with the locals to stop a cole left us a few miles "just" the park, so we hope-bondi-walk and we walk in the sun until the road a truck stop a father of skaters and we by almost everyone back and we shortened the road trip! ^ ^
Epa and flashier We reached it when the chick who charged the inscriptions tells me "if you know you from the videos": O and all, the tube park a change, I took the wallride to completely level and put a yellow curve room ... a rare thing indeed ... input plane and curve of rare but weathering. The tournament went
moooortal! tube less competition than some but we could walk past a full, among people known was the pike and the boys from Villa Maria, the casino crew, Lucas Miranda set up a skateshop in the stands and our friend Ray Skateboards surprised us all with something that later will be in video and many more!
walked all afternoon in full, we ran well, and all we got to the podium under the lau that excuses putting cool "my dad will not let me" and did not join the rest of us but Lucas 3rd in initial, 3rd and Vito Juli 2nd in principal. and I also 3rd and best trick masks were all after seeing Lucas Miranda (who came 1st) do a hardflip revert flying too and we thought that the check was for him, but then it was the turn of Ray and I thought no, but he did ... Ollie late flip fifty tranfer .... aja ... and what you see ... not going to be able to believe!
After all the partying and hugging and hitting the floor boards discovered that we had to face reality and return to school: S and there were all those walking meditation if q kilometers separated us from the bus stop, luckily I saw a traffic started with q and ran only 2 people and ask! .... half an hour later we were all in the traficc back and we were all 11 people on the podium and the refrigerator of redbull and all the bags but all the prizes going to the balls! but despite that we were all comfortable discussing the tournament and sharing a good time chillin.
We arrived at the hostel , bathe and went out to eat, direct face to take pancheria where to eat the first time we went to cba only to find that the level of hot dogs and hot dog dropped belly is the best in the world pancheria : P got back from lunch and had the option of going to the party Santi a birthday celebration and walk a full (1st in beginners) but it was far away so we circled for new cordoba which as I said, is a permanent fashion, spinning a while and sleep.
On Sunday we got up at 9:30 to leave the hostel at 10 as it should and we went to the muni. As expected, we were matadazos not feel like doing anything, I think we try to shoot on that floor routines perfectly, we find Renato running errands: P and as Juli was upset and had no other proposal, we went to The Damovi and walked until 6 q we stick around to go take the school, peeeeero! had won the tournament a "voucher" to exchange for tables Rushtown, osea someone should sacrifice and stay one more day to change the tickets, and that person was me! : D
Then I left without a handle ... messages to my cousin but nothing ... went home and nothing ... was to the hands, then call Pedro I enable a smooth bed! Thanks broder!
Then the next day at lunch we talked the possibility for me to stay all passing week and went straight to Villa Maria on next weekend and Peter Avalos I completely turned my ticket and got some tickets.
In the afternoon we went to Casino unfortunately closed due to neighbors annoyed by the noise nuisance ... but if we went hill? ha! went to give a hand to Crites (owner of The Damovi) and his friends to disarm yard ramps and take them LADAMER casino, seen as Facu (Stricker owner and builder of the ramp) and casinos as volunteers donated their seats the criteria, I caught my attention and I thought it was a great gesture. Point is they were huge, heavy and very stable, was re just fucking come out and we get the most girls, boarded a charter and the damo, accommodations and traveled there for a while, and I pass one of the coolest things about the trip, haha \u200b\u200bat least for me, and I started to play a skate in the barandita of damovi with pedro, and yes, there you realize that the crazy "is for": / and well, among all normal shot me and then switch, I was already SKATEBOARDINGISNOTACR. and I had no more to prove ... then get a crocked Lipslide backside and tried and tried (pedro is to avoid confusion Goofy showed me what they regulate could see well) and good bass! I was happy: P also other nice that no matter ...
The sun came out on Tuesday and Peter had many things to do and I went to visit my cousin who told me his new cell, which is why I had not responded all weekend and accompany the laburo and I went to do street late at night.
On Wednesday we visited a mega resort with buildings vip super luxurious, swimming pool, gym, basketball court, soccer, fronton, squashh, everything! and between all that, a mini skatepark designed by Mr. Arce. We shot with Homer and his terrible Extreme Fisheye Time and went to a couple taken over. Then we went to damo and walked a while trankas.
Thursday was another day of errands and driving, in fact they were all-day errands, pedro never stops! : S so at the end of damo afternoon we went to the finish again and consolidate the tricks learned in the week ^ ^ coca and home.
At night we went to greet a partner at Peter for his birthday at a nightclub where Peter was organizing a party for Friday, and flashier! bowling wave was small, but spent the best electronic DJs from entering until I left, was excellent, very cool people, I always had a glass in his hand and beautiful women lol but just because we were a touch on Friday had to work!
Viernesss we woke up late, did nothing ... Peter ate a miles and took me to the terminal on a bike and here is a council, if one day stand in front of the bull thinking of treflip and say it "does not give me the courage" I recommend you go up with Peter on a motorcycle and fences "for a ride" when you get off to come back and you forgot what is vertigo, you send the bull as if the 4!
Well nothing, take cole to Villa Maria ^ ^ slept a touch and reach, I took a taxi and get off at super Ero! Juli I met there told me a story about how it was cloudy and fallen asleep after Villa Maria and walked 3km and nose what else! crazy, so we spent the day walking until Juli went to the Jena and I to Chuza!
be harmonized as a choripanes the Chuza, all a treat but the best was when they told me was to sleep in PART OF THE XBOX! jajaja vitiate a while and I slept re late!
The next day we had lunch in the park and prepare everything for the tournament, many children attended the event and this event came the images next summer. At the end of 4th and I'm Juli 2nd, and the medals are re good!
We shot a lot and came some nice, then left with the crew of Villa Maria at a nightclub called Deep is where I also saw many beautiful women, S is not going to Cordoba.
And the final day of the tour we did a little street, Chuza took us to a railing 8m! and other spots, then to your video camera and ero ... with all and elastisados \u200b\u200bChupines! lol also got a little rollers and saw a re streetboard doing crazy pulled!
and nothing good came out the cole type 2:00 a.m. ... Julie and I in the terminal with bags, boards, awards ...
and ball I have to thank people! the Chuza by banks in their home, the girlfriend who lives with the tube also banks, Chuz old jeans I buy XL I thought would not sell ever, Peter's girlfriend as well as to the pedro Chuza girlfriend and I bank on all those days and I shared his experiences and life skateboarders.
And a more pro thanks to my old man sent me money! even though I owe a lot! : P

How To Break Into The Makeup Industry

She gets up and turns on the heat so that when his daughter and son to wake up, they are the house warm. Prepare the cola-cao, cookies and then washes and dresses. First the girl wakes up and the heat of the quilt in the body dressed. After the child up, still half asleep very quiet breakfast. When ready, she looks backpacks, pineapple juice for him, for her peach juice, fruit and eat it today her a turkey sandwich.

They run towards the school and the road is the last time to give advice to the two children asleep in the back seat: "Be good in school. Pay attention to the bosom. Eat everything on the playground. Wait for the patio until you pick up Grandma. " Upon arriving at school, he bids them farewell with a kiss and runs: she also expects a class, your board and thirty future in rows. She teaches them to look, feel, color, to see the line, thinking of ways to move the plane to the volume and vice versa.

At three returned home to start the afternoon session. Has already prepared an English book, clothing for ballet, and even snack of small fish for dinner is waiting in the fridge at night, after bathing, for children to bed early. A story and a kiss close the day. Until tomorrow, dear, you have good dreams.

writing this entry sitting with her, working the two, very quiet. I would like to show it but today is a day for more thrills. Although she does not say, I know you are nervous and do not want to worry her. Tomorrow, when I get home, you can read this post, which is my way of saying that I love and admire her, thanks to their care, their generosity and their details are all happy. And we need it.

Until then, health.

Wedding Koozie Sayings For Hunters

I always felt this responsibility that speaks charly ... I still feel today, as I believe it seems to me that one must take that place and that's what makes me feel like I am, I think the fact that not only do it for me ... and think that makes me so happy makes me feel like I do this well, more than one reason and hopefully it really is so ... I leave the 3rd part of the note ...
This old knows ...

Charly Issa in part-FREESTYLE-3rd Freestyle from tv on Vimeo .

Bergers Colour Samples For Paint

language center Project: lessons of two exemplary centers

Although the news is still fresh in PISA 2009, which we discussed in last post De estranjis , let's focus instead on the data again try to give steps forward. In this regard took place in Seville from 15 to 17 November, Success II Congress on Education and the Centers autonomy. In this Congress held a series of debates and I was able to moderate the table that was about the Project Language Centre, which was attended by the voice and experience of two exemplary centers: the IES Viewpoint Genil, presented by Toni Gomez, and the IES Sánchez Lastra, presented by Margarita Valdés.

The IES Sánchez Lastra Spaniard is a center that develops a major program of bilingual education and participate in the pilot experience OAPEE for improving competition in linguistic communication . For the faculty of this center, "the key concept [to improve this competition] is the functional use of language in social work close to the reality of students' fundamental methodologies and strategies are PEL, work for projects and interdisciplinary projects. Therefore, the keyword of your project is co Linguistics Center.

Mirador del Genil IES is, without doubt, the Andalusian Center of reference in relation to the design and implementation of a project's language center. His theoretical approach, the structure of the PLC, the level of coordination between all elements of the center and its implementation are truly exemplary and represent a model. But much better than me maybe you read me may seem to listen to Diego Arcos, director, and the other comrades in this video program Club Ideas:



Actually if you want to know how you can design a language project of Center for the Improvement of the Linguistic competence and using as a reference, among other indicators, the contributions of the diagnostic evaluation, you must know the PLC IES Viewpoint Genil.

Finally, I would like to offer some considerations, as conclusions of that panel discussion:

• The PLC can not be limited to a document on the "organizing center", but must touch on aspects of own teaching-learning process Learning: Using the PEL, the design of integrated tasks or projects, conducting research or creative writing, etc.
• The PLC must be understood as a strategic plan (and the ROC Andalusian favors and promotes the design of strategic plans in the centers) in which to conduct an analysis of the situation, generate agreements, establishing lines of work and responsibilities will examine the results and make appropriate dissemination of achievements.
• is important, first, set the PLC to the context and therefore to design a realistic but on the other hand, we must maintain high expectations for the results to be obtained when generating dynamic work cooperative faculty, students, families and the environment.
• The PLC should seek the integration of planned actions and interventions, promoting feedback loops between them: an example would be using the PEL for the design of tasks and for self-peer assessment of them.
• Shared responsibility faculty regarding the development of linguistic communicative competence of students is manifested in the contribution of each area or subject of a specific discursive mode "map of discursive genres" of the center.
• The PLC is a living document and a dynamic proposal, so it is important to establish quality indicators that allow us to assess their development and their impact on competition for students.
• The PLC must be part of a "policy subjectivity" in the school and, therefore, must focus on attention to diversity (diversity of skills, linguistic or cultural diversity) as the organizing principle of the inclusive school.
• The PLC is also a mechanism for the balance of language activities in a context, the school, where the prevalence of asphyxia teaching writing and teaching depreciates orality.
• Finally, the PLC can be an avenue for professional development and, therefore, may be part of the plan of training of teachers of each school: How do we improve our approaches to language teaching and how can we contribute from each area or subject to the development of linguistic communicative competence and how can we address the diversity and subjectivity from working with student groups? How do we manage human and material resources for effective teaching? All these questions and many more, are relevant and can be studied and work by the teachers in the school as part of a PLC.

In summary, the PLC - as the examples provided by the IES or IES Sánchez Lastra Mirador del Genil - represents a promising strategy work and sufficiently developed in bilingual communities of our country for the development of linguistic communicative competence.

And in your heart, do you dare to try?

How Do I Write A Courtroom Scene

003 - fags, transvestites and kitschy ... all the museum "conference and journal errata

Milena Velba Au Salon

for quiet reading (and complex) ROC

Yesterday
day 7 presented the results of PISA 2009 . is interesting (and positive principle) that in a week so full of news (the effects of the wildcat strike of air traffic controllers, the arrest of Julian Assange and dripping Wikileaks documents, ...) PISA 2009 has become an important gap in all media national, regional or local: El Pais, El Mundo , ABC and other newspapers have echoed the results and we could learn the news broadcast by radio and television. Obviously, the blogosphere, the "Tuitesfera" and the Facebook world and reaped the publication of results.

However, in many cases the news that is collected is no more than the superficial comparison of the average scores on the three "powers" measures. In many cases it was not heeded the recommendations of the experts regarding PISA reading nor have the data contrasted with earlier expectations that it had on the results, as in Andalusia . In some ways the headline "Madrid rubs elite PISA and Andalusia in the queue stalls " comes just in contradiction with the contents of the article itself:

Despite these findings, the report shows that the differences between the results of autonomous regions is only 4%, if you discount the socio-economic characteristics and cultural.

not go into any controversy or induce typical comment when analyzing the differences between communities. I just want to encourage you to take a look a little more detail on the results of PISA 2009 and give you a few questions with me.

Perhaps we could start by downloading Annex B2, detailing the results of the various regions who applied to be assessed specifically. Here you can find some data that may you can help enrich your mind about the results of PISA 2009. For example, knowing the sample that was used for evaluation is very important. Here are some examples using the comparison Expansión.com attempted in its headline:

• Andalusian in the sample 74.5% of students study in public schools from 60.6% in Madrid, on the contrary, 39 , 4% in Madrid in subsidized or private study compared to Andalusian 25.5%, 13.9% more for Madrid.
• An Andalusian 29.8% of students studying in schools located in towns with fewer than 15000 inhabitants, while in Madrid this case figure is limited to 13.2%, more specifically, 48.1% of students participating in the evaluation Madrid lies in the capital.
• The difference in reading among students living in Madrid, the capital (518 points on average) and those living in villages between 3000 and 15000 inhabitants (462 points on average) are 56 points.
• Andalusian Students attending schools in population between 3000 and 15000 people have an economic index, social and cultural development of -0.94 and colleagues from Madrid have a rate of -0.29. In the capital this index is 0.07.
• The percentage of students with an economic index, social cultural and low (less than -1) is 40.0% in Andalusia (the highest in the sample) and 19.9% \u200b\u200bin Madrid, only surpassed in the sample for the Basque Country (17.1%). The mean is -0.57 Andalusia and Madrid is -0.07.
• In levels 5 and 6 reading (the "top performers") is 1.7% of students Andalusian and 6.0% of students in Madrid, below the level 2 is 25.6% of students Andalusian and 12.7% of students in Madrid. These four groups have a socio-economic index of 0.32 and 0.72 and -1.13 and -0.71, respectively.
• 85% of students Madrid has two or more schools to choose from and only 4.1% has no choice, in the case of Andalusia, 56.1% can choose between two or more centers while 28.6% have no choice.
• The management teams of schools say that students may be likely or very likely transferred to another facility if
• have low academic performance (8.5% in Madrid, 2.8% in Andalusia)
• have problems behavior (49.9% in Madrid, 32.6% in Andalusia)
• if you have specific learning needs (60.9% in Madrid, 47.3% in Andalusia).
• If the three factors, in Andalusia there is a 2.8% chance of being transferred to another facility while in Madrid is 20.6%, the highest figure in the table, followed at a distance, Castilla y León (9.7% chance).
• index "academic inclusion is of 82.6 in the case of Andalusia and of 78.6 in the case of Madrid.

These statements do not intend to defend the Andalusian school because these data are not used to the Andalusian school is satisfied: the school is to transform society, not to perpetuate inequalities.

However, we must recognize that many hasty and superficial reading of PISA 2009 attempt to compare situations sometimes incomparable, perpetuating prejudice and biased views of reality. PISA does not assess only students and educational systems, PISA assesses societies as a whole and does so from certain ideological positions and techniques: PISA assesses what he wants, he can and as you can, which is not far from the reality of the whole school.

So when you read the results, use your critical eye to analyze them and then ask yourself what kind of society reflect their data and what interests are behind the evaluation and even analysis. I think it is preferable, before giving any opinion, think twice what PISA tells us about who, how and why. Health

Connecticut Valley Arms Shotgun

PISA

The title of this post is not a misprint. You will not find here information about or video Triana Medina Azahara . I write about the ROC Andalusian Organic Regulations of Schools proposed by the Ministry of Education Andalusian in July 2010 and opened the period for schools to review and update their plans with the new law center.

These regulations incorporate many new features (more on secondary than in primary) and have been an important response by the unions, who have attacked various proposals contained in the ROC, both during pregnancy and after its approval.

But now, with the ROC in the street, it's time to take advantage of making a creative and committed reading of the legislation. It is time to explore how far we can go with this new ROC, what kind of school we can build, how we can work this new framework to address our students in the best conditions, with a quality education and from the maximum inclusiveness and equity.

This was the idea when teaching centers in the province of Sevilla I was invited to inaugurate the conference with a speech on ROC Provincial (you can find tweeted my colleague Miguel Angel Ariza made session with hashtag # sevillaROC ) . The meetings have started the past two days, on 1 December with the management of primary education and on December 2 with the management of secondary education, but their development takes place until April 2011 with papers that address the various aspects of the ROC .

For my part I focused on finding the answers to two questions: How can the ROC and the Central Plan contribute to the academic success of all our students? How can the ROC and the Central Plan to promote social success all our students? And at the same time, I asked the attendees to the presentation which is the role of leadership in this new context and what they can do their centers to achieve these goals.

The topics that I have been focused coordination (among teachers, with and among students, with other schools, other institutions and the community), the apprenticeship contract and participation with families, plans educational environment, the center as a project (and the digital language project and center as an example of strategic plan of action) and, finally, the design of integrated tasks.

Regarding coordination we have seen what appears in the Project Management of the teams, what are doing now and what are their intentions for the new Central Plan in relation to issues such as teamwork of teachers, the students networking, cooperative work in the classroom or in collaboration with the university. For this fundamental reference was an article published in 2003 LA Parrilla Classroom Educational Innovation under the title " The voice of experience: collaboration and inclusion strategy ."

The involvement of families is central to the new ROC Andalusia. socialize and educate is not the first agent of socialization, our task is much more difficult - or impossible? The Andalusian ROC encourages schools to sign a contract with families to encourage their participation in the teaching-learning process. Although many centers are already using, and therefore there are models available, I prepared a "learning contract and participation" inspired by the text of Felicia and Christine Smitth Hardmon " The Family Learning Contract: a tool to support parent and parent volunteerism accountability "in the book" The Many Faces of Parent Involvement: Parent Involvement making work for your school . " I leave here the model of contract if you serve.
Learning Contract with the familliar

addition to this "contract learning and participation, we have also discussed what should be the role of educators in relation to the environment through proposals such as service-learning or making plans educational environment or proposed educating city. In this sense, I encouraged the attendees to be made present in suing public forums for candidates in the upcoming municipal elections educational proposals agreed with the centers and that would make the city a local educator first row.

Finally, we analyzed the proposals containing the ROC for the design of tasks integrated. The work of ETCP in Primary and Secondary Areas of Competency may be the bridge to link the different areas and subjects in the curriculum to provide education more cohesive, comprehensive and integrated. The new ROC can be, in this way, a driver of innovation and change in our culture of learning.

In summary, this new legislation we like more or less the rules may provide in the future we like it more or less. Can happen even we do not like anything. But if we are clear which model of school that we want to maintain the ability to use the rules to create model schools that we want, exploring possibilities, moving if necessary to the limits of the law, finding its flaws and exploiting their strengths. The important thing is not the law, how important are our students and the work we do with them. Health



PS Thanks to the Network of Teacher of the Province of Seville for trusting me for this assignment. Thank you, comrades of the CEP, hope not ye call me ;-) sorry

Youjizz Groping On Buses & Train

Andalusian International Day Against Sexist Violence Leer.es

Denise Milani 2010 Sets

II National Congress: readings

The second working session of the Second Congress of Leer.es attend the presentation of Alba Ambros, a professor at the University of Barcelona and a good friend. In his presentation will address the relationship between reading, literature, art and film. Step way Twitter:

• begins with a quote from Snyder: The language is no longer exclusively grammar, vocabulary and syntax to include a wide range of semiotic systems. Today
• being literate does not mean mastering the code written or oral, but they are many languages \u200b\u200band codes.
• offers us the gift of the poem "Children of light and shadow" of Miguel Hernández with music by Joan Manuel Serrat

• After viewing the video (this was not exactly, but ...) we see a work of the Equipo Crónica the subject of Las Meninas to Alba and reflect on meaning of "hypotext."
• The cover of the movie "Pay It Forward " takes us back to a traditional story, what is?

• The development of literacy skills competition involves decoding, literal comprehension competence and expertise in interpretive understanding.
• comprehension strategies and performance: comparison
• from text elements with main reference mosaic;
• comparison of elements between different texts with the same code;
• comparison of elements between texts with different codes;
• translating texts or fragments to different codes.
• A tremendous amount of material provided by Alba: dozens of examples of work on comprehension strategies and performance: from Smoke to Shrek, from Renoir to The Monkees. How wonderful! Greetings

Auto Mechanic License Test

Good Bye Santa Fly


I say goodbye to this place that taught me to teach, which was the cradle of many of the skaters with whom we share today's sessions, a space that allowed us to grow, who taught us many things and I was the most benefited of all and as such I will be who else to regret.
Why? ... that's the big question ...
and the answer is not simple, there are too many factors that led to this, and are so problematic that or I'm going to spend in explaining ... may appoint a neighbor malumorado or undesirable environment or a lack of space, problems with local small scoop of things made this decision was taken ...
Anyway do not despair because it is an indefinite closure is not a "forever" so here the options are as I said, remodeling, move, or burn in hell ...
When I have the remotest idea of \u200b\u200bwhat q fence to go, I gotta warn or better ...
will find out on page Clothing And Roll stop asking so here! : P

Big Fish Games Trial Time

hybrid digital competence at work tasks Leer.es

Today I have the opportunity to reflect on the Leer.es Congress, about the relationship between linguistic and communicative competence digital competence and development of these skills by focusing based tasks.

As part of my presentation, I leave here some links. Thinking and writing are parallel activities on these links you can see how I've been articulating my thoughts and my work, usually with many colleagues. A special mention to my two colleagues, travel, workshops and talks, Miguel Angel Ariza (on Twitter, @ Maarizaperez ) and Diego Ojeda (on Twitter, @ interrelationships ), largely responsible for what you read here.

• core competencies as an opportunity
• Teaching is not an art, effective practices
• A lap with ICT: how to design an integrated task
• ICT Integrated Tasks for the Development of Skills
  • Basic skills and ICT: ICT are optional?
  • linguistic and communicative competence ICT
About
• the problem of creativity in school
  • Motivation through activity: in search of lost creativity
• Education is socializing (II): a rich and critical socialization
• Evalua- Ron in Motril
• Cooperative Learning: Getting Started
  • Cooperative Learning in Würzburg
  • Cooperative Learning in Krakow
  • Cooperative learning from Ceuta to Cantabria, through Sevilla
  • collaborative learning techniques . Elisabeth F. Barkley
• Social Networks in Education Environments
  • personal and collective learning
• Can we be a community of learning?
  
• relations between school and family
• The strength of the little things to do
• education is for people idealistic and utopian, as you
• Try: the proposal of iCOBAE
• iCOBAE as professional development experience
• iCOBAE in Fuengirola
• iCOBAE in Guadalajara
  

Greetings

Frases De Encentivo Em Ingl�s

II National Congress: Multimodal Discourse Leer.es

listen to Tíscar Lara in the first debates of the Second Congress of Leer.es. In the network is not required to submit to Tíscar, a key figure in thinking about digital culture and education. Twitter as a step to narrate your presentation:

• Tíscar going to talk about multimodal discourse.
• justify their participation (and Pérez Tornero) in the congress it coming from the world of journalism and advertising.
• In reality, and this I would add, every time I find most interesting approaches to education made by individuals and groups "to" scheme " Zemos'98 , Platoniq ...
• sociocultural context in which we live: Crisis
• models of authority / mediation, and increase accessibility to the sources, learning to learn, transform information into knowledge, uncertainty and unstable open systems, filter the superabundance information, overexposure and public scrutiny, digital identity construction. Technological Context
Web
• literacy, model converged communications, multimedia and mobile (p2p, Many2Many), collective construction of knowledge, social organization of knowledge.
• Through Twitter, Francesc Llorens offers a link to an interview with Tim Berners-Lee in which he speaks of "read-write Web." Thanks, mate!

• What young people learn in their digital practices
• establish contact with friends (primary motivation),
• seek to interact and make a space denied in the physical life,
• learn to build their identity through their social relationships,
• learn to cooperate in joint projects
• learn to use media to communicate.
• Tíscar shows video of Henry Jenkins and his students:

• Tíscar mention where innovation is happening: EduPunk, Expanded Education ...
• Four ways to work the digital literacy:
• learn with the network: network as a tool and resource
• learn about the network: the network as object of knowledge / culture / practice / learn
• dynamics in the network: the network as a means of communication, level of relationship and life
• digital network learning for citizen participation, collaboration, etc.
• Tíscar shells proposals for the development of these four forms of digital literacy work, many of them listed in the article in Leer.es Tíscar: Keys to design critical and creative activities in the classroom .
• Finally, we present the Mobile Learning the EOI. Greetings

The British Red Flower For Troops

II National Congress: New literacies and new readings

II begins today Leer.es Congress this year under the title "Reading to learn . New Literacies." For two days we will share the space of the National Library to talk about education and reading, new literacies, media literacy, media convergence, critical reading and many other topics. If you want to follow the conference via Twitter, the hashtag is # leer10 and you can see some of the papers at the Congress website.

Leer.es team has organized an interesting conference, inaugurated at this time Gloria Perez-Salmeron and Minister Ángel Gabilondo, who has had a very interesting speech, winks at the world of blogs and tweets, positive outlook on new technologies, reading as a curiosity and a shared thinking, reading and critical attitude.

The first paper is by José Manuel Pérez Tornero with the title "New literacies and new readings."

Step

Twitter to narrate how his paper:

• Pérez Tornero takes the words of Minister Gabilondo, who has referred to the "toilet Proust" and says that "there is no peace."
• seems to be no time / space for reflection and reading.
• Can our culture sustain itself without the time / space for reading?
• But we are not in decline, but in a profound change which we must respond with courage.
• trends and phases in media literacy
access and connectivity
• basic skills in the use of PC and Internet
needs of specific groups in the use
• Quality
• Three features of the environment in which we live :
• A global communications network.
• There is a total memory capacity.
• Technologies now allow universal access to the global network and the total memory, even with the unequal distribution of resources and there are many excluded.
• The LIBROcentrismo gives way to PANTALLAcentrismo.
• Each carries a series of virtual environments with him. The "reality" will be a screen.
• What is literacy?
• Beyond the definition that links orality and literacy, literacy is access to the world of knowledge and science.
• But literacy has never been single text: the writer recovers and amplifies the oral tradition through the text, which has always been linked with the iconic, with the images.
• images are always a tool for reading comprehension.
• Literacy has been and is always plural includes plural semiotics.
• Reading
plural has interpretive jurisdiction
• media competition and the plural reading is accompanied by a plural writing.
• Reading also has to be critical. Having
• information is not the same as having "wisdom." Understanding is needed.
• have to be critical to the environment and also with technology. We need distance not to be fascinated by the technology without making a critical reading.
• Media literacy:
• three main areas:
Media Education and Skills
• critical and creative skills
• Participation and active citizenship
• The ecological principle of media literacy: family and friends , city, school, media and global society.

A great start to the Congress Leer.es this inaugural lecture José Manuel Pérez Tornero. If you want to see some of the ideas that today we mentioned, you might like to see this presentation of Media Literacy Workshop (Malaga, June 2010) in which, among other things, details the indicators that from June 2011 are used for the evaluation of media competition in Europe. Greetings

Ceasers Palace Bath Robe

Meetings (ELE) Quotes: methodological approaches

Image acastrillejo

just the morning at the Meeting (ELE) quotes with a panel discussion on methodological approaches ELE material. Participate in the table Sonsoles Fernández, Ernesto Martin Peris, Mar Menéndez and Dolors Poch. Step mode Twitter:

• Sonsoles Fernández begins talking about the approach tasks ELE materials
• The manuals can be invaluable, but not the way but one way.
• approach tasks in a manual is updated in the class, which requires the teacher as well as communication skills, high educational competition.
• The question is how to approach working with tasks from the materials if the starting point should be to negotiate with the students.
• need triangular:
• possible meaningful tasks, genuine and realizable objectives and content
• to perform the tasks;
• syllabus;
• This triangulation can bring the process or sequence of learning. We
• from target audience to anticipate tasks or from the objectives and content of the program to design tasks. Or we can combine both approaches.
• Funny, Sonsoles also speaks of metacognition. It has been noted on several occasions during these two days of metacognition: Is this specific ELE or reveals a general trend in teaching and learning?
• took the floor Ernesto Martín Peris :
• What are the materials? Speak of producing materials or use in class?
• For Ernesto Martín Peris, material is anything that goes beyond the classroom door. Or we could interpret each material as a text. The ELE teaching manuals are collections of texts recognizable genres.
• How are these texts? What proposals do about them? Lee
• a column by Juan Jose Millas: numbers.
• Three approaches: Practice
• numbers: gender distorts the text attributes
• End holiday as "the end of the lesson, read the text "not making the text value.
• ...
• Three methodological approaches:
• The orthodoxy method, which confuses the manual method.
• The resistance method.
• The healthy skepticism, based on the techniques but not the principles, allows us to adjust to the reality of the classroom.
• Mar Menéndez continues the presentation at the table:
• The triple aspect of the editorial work
• The development of instructional materials;
• The analysis of students' needs;
• care teachers. Today
• materials can not be drawn without considering the contributions of the CEF: action-oriented approach, students sociela agent, etc.
• What a teaching unit of a manual should propose:
• a set of tasks,
• activities for the use of language through the different skills, practice activities
• meaningful linguistic items in context and through an inductive learning,
• reflection activities on the learning process, activities
• to develop cultural competence,
• activities to develop intercultural competence.
• analysis target student needs:
• Age> subject and nature of its activities;
• Pleas> curriculum and dynamics;
• expectations and objectives;
• contact with the target language> curriculum and progression;
• Learning styles and educational tradition> type of activities, taboo subjects, pupil-teacher ratios, etc..
• The teacher needs analysis
• Close debate Dolors Poch :
• claim His intervention is the presence of pronunciation teaching materials ELE. Greetings

Free Templates For Church Anniversary

ELE material Cooperative learning from Ceuta to Cantabria, through

Find effective ways to teach is a professional obligation for all teachers, and can be fun. That's my premise when I make a session on cooperative learning: organizing a session in which we work cooperatively - relying on the usual conditions of a permanent training session: large groups, unknown to the speaker, with diverse interests, etc. - to become familiar with the basics of cooperative learning at the same time we know our brothers and sisters and enjoyed the session. And fortunately for me, I quite often offer the opportunity to have a good time in the company of teachers talking about cooperative learning: I am certainly a lucky person.

ELE The world has always had a keen interest in cooperative learning. In recent years due to diffusion, International House and the English Ministry of Education have been able to present my ideas on cooperative learning and Würzburg Krakow, on Saturday I did Seville thanks to Congress ACEIs and CLIC and today I have done the same at the headquarters of the Fundación Comillas as part of their Encounter ELE.

As on previous occasions, this post is intended to complement the meeting we had today, where the goal - as I said before - was seeking effective ways of teaching by creating a pleasant working context. So, if you want to now explore the use of cooperative learning to teach, here are some links that may be helpful:

• can be found in De estranjis an introduction to cooperative learning in 5 + n steps . Daniel
• Cassany - are classics in their courses Comillas cooperative learning - tell us how to spend from theory to practice . Elena
• Landone explains how to integrate the functions of language with collaborative skills. You can also read a gathering of cooperative learning in which he participated Elena.
• text now in the early 90: cooperative Approaches to language learning.
• Spencer Kagan - one of the masters - us into the world of second languages \u200b\u200b.
• The need to enrich the approach in cooperative learning contents and cognitive-academic approach: Addressing the Whole Education of 7-12 ESL Students by Nicole Troncale. Among
• my publications, you'll a 2002 article on cooperative learning and a book from a school that recounts his experience with cooperative learning .
• Following a meeting on Diffusion-International House in '09 Würzburg, Victoria Castrillejo Antonio Orta interviewed us (speaking about teaching pronunciation) and me (I talked about cooperative learning. You can hear it in the number Language 21, L .

I leave here some other interesting links on cooperative learning, but not limited to the world of ELE:

• Úriz Bidegain, N, 1999, Cooperative learning. Pamplona: Gobierno de Navarra [full book].
• Cooperative Learning: An effective tool for school work in multicultural and multiethnic XXI century, by Anastasio Ovejero, María de la Villa Moral and John Pastor.
• The essential elements of cooperative learning in the classroom . ERIC Digest.
• Interest Group Cooperative Learning . A space in Castilian Catalan and where to learn the basics of cooperative learning.
• Aprenentatge between iguals . The Research Group of the UAB ICE coordinated by David Duran holds an interesting place, especially with regard to peer tutoring.
• page Sonia Casal. Sonia Casal is a professor at the University Pablo de Olavide (Sevilla) and is one of our leading specialists in the relationship between AC and language teaching. See also the contribution of Sonia Casal LinguaRed on Cooperative Learning [press "enter as guest"].
• The Cooperative Learning Center at the University of Minnesota . The Brothers Johnson space is one of the most important on AC. Contains interesting reading - and free - on the subject. InTime
• . A space (in English) with basic information about cooperative learning. Especially interesting timeline cooperative learning. Kagan
• Club. The specialist Spencer Kagan maintains a site dedicated to the "commercialization" of cooperative learning, but also offers some free materials.

Finally, one of the easiest ways to incorporate cooperative learning in your classes is through of cooperative structures Spencer Kagan. I leave you here three videos through which you can learn a little more what sense are these structures:

Kates Playground Strips To My Humps

Retrospective Exhibit MAM-group collective No

From: Notimex made a retrospective review of this group in the field of conceptual art object-based practices promoted, "performative" and processual, said Sun Henaro, curator of the exhibition.

Through 13 thematic units, will be shown about 300 pieces, including documents, visual records of actions and works as well as numerous graphs that represent concept maps, timelines and information to provide an objective view and teaching processes and artistic projects of the late twentieth century. Sol

Henaro explained that this is a research project initiated in 2003, which were reviewed various documents of that generation to try to generate a complete file to an understanding of general reading.

a matter of its members, "served as a workshop of criticism, of attitudes and positions."

He said that the foundation of non-participation was important group of artists Andrea di Castro, Hersúa, Sandra Isabel Llano, Katya Mandoki, Roberto RealHair of Sierra Leon and Susan, however, they left the group shortly.

-Group was not the permanence of Maris Bustamante, Melquiades Herrera, Alfredo Nunez and Ruben Valencia, who shaped the production of the group during its six years of action and even dissolved, continued with the approach that characterized them as a group. According

Henaro, Non-Group made several montages of moments plastics (actions or performances) to openly criticize the lethargy that reigned during the 70 structures in some of the art, for those who made heterogeneous objects distributed among the public who had the ability to use and intervene during the actions.

"What we tried to do was present a device so enriched for younger generations," I was interested in questioning the history of art and try to jiggle as well, as in the construction processes of memory leak many interests and there are times that certain initiatives take place and others are diluted. " This shows, he added, represents an exercise to challenge the recent history of Mexican art and seek a report on the matter.

MAM recalled that the Non-Group presented some of his mounts plastic moments such as "Attack the prodigal son in 1979," The Death of performance "in 1980 and" Hot! Caliente! "With the Venezuelan artist Carlos Zerpa in 1982.

stated that these records are significant for it is again the Museum of Modern Art, the space that allows the revision of this group, who spoke on three occasions in this place. mentioned that No-Party opposed the idea of \u200b\u200b"celebrity" artist, as its members carried out works aimed at demystifying cultural producers. Sol
Henaro added that resisted the importation of styles, trends and concepts from cultural epicenters, assiduous practice described by Rubén Valencia as "conceptual fayuca."
"Unlike individual or group initiatives to position their empathy and research with hegemonic movements, non-influence group recognized as one of the first Mexican avant-garde of the early twentieth century, the raucous, playful attitude that biting and desire to produce objects situations be identified. "
"conceptual practice of Non-Group found the complicity of the Peruvian Juan Acha theorist, who coined the concept of No-objectualism and directed the First Symposium of Art-Objectual not held in Medellin, Colombia, in 1981," said .

After its dissolution in 1983, several members of the Non-Group continued rebellious aesthetic activity and formed other groups that updated and argue about the language of art-not the object, as it was "powder black hen."

According to AMS officials, published a book that compiles first documentary information generated by Non-Group.

This volume will integrate research curator Henaro Sol and quotes from those who were class members, artists and people close to it, besides a lot of time facsimile documents that illustrate the 80 percent of the text

After Interview Thank You Email Subject

Gamble

The CCS4 in the Damovi announced on 6 November, and in turn the amateur tournament in July was the Light in Eh? Park last week so I take it tranki, rehabilitated and I went to kineciologo wise exercises xq q q this weekend just passed was going to be a full!
As expensive as the case moved my traveling companions got out of school, or rather never rose, but do not mind xq at this point it does not matter if I only get q xq once, and I am not alone.) So here I went to the beautiful Cordoba. Friday at 13 dsp Fly and for the 6-plus I was getting, I went to my cousin's house to say hello and tell q I would be sleeping in your dept and dsp hastily went to the damovi where I met touch with Peter and we came back, come too late! My cousin
I looked divine with a Milanese chef worth a pure received: P ate, we watched a little TV and went to sleep dsp in his mattress was terribly comfortable!
The next day I had to meet with Ray La Plata in the terminal to get tickets to go to the money that night but you can expect: / Throw my ticket and told him that and where to take out his q the dsp, find my things, say hello to my cousin, there xq leave a pullover had a very full backpack and went to the damovi.
DAMOVIIII
We release new fancy ramps, walked beginners, novices, the 2 girls that made up the female, then us, that we were only 12: / most of the locals had gone to baires then we were few. . anyway they were very good evidence! later become the best trick where I knew it was the best I could throw ... so being the 3rd of the first battery went out with flip, flip manual and the final 13 out, put my feet and I could not believe that first shot was going out! but when I put my left leg either way: P but in a couple of shots but came Sangha!
the end on top of the podium was Lucas Miranda followed by our friend Ray just 2 points down, and I is much more down in 6th place ... December 6, is half Bajon ... but the important thing is that I take the best trick! 500p in the pocket! and a giant check out I did not want to walk so I let baires custody to Peter for the next round to pass me cba.
From there we went by truck to the house owner Fran Trucks Temple that gave us a shower of which I am very grateful!
(the damovi is next to 2 football fields 8 where girls played all afternoon! Sisi girls! And no voi say more! but the point is that little bit of land around the time flies and hits you sweat so have no idea what q needed that toilet!)
later part of the Temple House in the terminal and on the way we bought some pies high , ham and cheese, capris, chicken and roqueford! yum! at 12 came the cole and 12 came: S Webon of ray slept all the way ... I could not stop staring at the ceiling ... movie and was not put full re asiq I could not throw in 2 places: (
We came to the silver and the mother of ray bolsaso step to seek that brought "hernan" with many temples and prizes trucks took us to the station train and there we found nothing more and nothing less than skateboarding Shimy mutant!
We got all the same train which caught fire after Cristian Gatulo Laboa which is like a Gury but higher and continued our journey until Shimy and Esper mutant fell to a tournament and we are under to bernal, kick kick kick we!
We skate with many personalities, such q we see only in magazines, were there, and nothing, are mortal like us. Say hello to Ricky and Danny and we started to skate. Since we perceived that it was going to be fucked, I took a long time to get used to the radios, to get speed, it must do so in the bottom q, if you die slow, long flowing very fast, very pop, do not saved nothing.
He started the tournament and we were 35 registered! 7 batteries of 5, first an old-1 'single and then jam 10' 5 and only 12 passed the final and the local level is terrible!
For my part I take my time to encourage me to do bores again on the railing of the EurepGAP that a comparison of Altit ever tried and I gave a couple of shots to grab confidence on my last one not go down almost anything ... and the jam down a missing pair but as 3 minutes and I did not feel that doing anything, so I said "already! I'm here" and I decided, I went crocked to the rail and was d first test, the on the 2nd! and give him bs catu said bores or lip ... and was lower lip to the 3rd attempt! and after that I was dancing ... smith the 2nd try! and was re fueeeee and happy! I care if you do not pass the final and one step ray and the end is the 4th! As I was so happy! was an afternoon of progress, and on the podium were 3 local machines that left me in the face! the winner was "the Chinaman's eh? park": P
Type 11 pm after finishing everything, we got on the Hot 206, the owner of q Locals do not remember the name and all crowded and full of bags stick around. I was down with city catu in bell and went to his penthouse. The house is very cozy catu is more ... I'll just say that the house is like catu catu reflects much him:) each imagines he wants, and I think Best of the house is the mother of Catu, Rosa! when we arrived we cook some chicken cutlets with fried eggs were scrumptious! Then I gave the 2nd best bathroom trip! and I pull on a mattress watching some videos of skate until I just got off ....
The next day I had wanted to know cove and take some photos ... but the weather did not allow ... It rained all day! so we stayed there in the piece that is very copada cat has a mezzanine and high ceiling, window overlooking the rain and lots of magazines! recontra me cope so good looking guys when they went 2p and gossip when they came daily size was small and free ... many thought that I got bored reading, but really had a great time ^ ^ and take me some that were repeated after Mrs. Rose is a sun said "I'll make fried cake!" and a touch later this delegation eat and eat! were terrible!
The evening drew to a close, take a bondi led me to reach the terminal type 9, the only cole silver Santa Fe came out at 21:30 but it was full, so I had to do more dip, take one slow retreat 1 hour, then wait another hour more, and got on one that brought me to Santa Fe.
And I brought with me and Ray Catu promodels: O!! these are priceless! ^ ^