lunes, 7 de septiembre de 2015
El Sistema Educativo Finlandés Subtitulado web
Excellent video, because a know about de education at the university and vocational, and help me with the observations of the teaching practice, i recomend
domingo, 6 de septiembre de 2015
Planning project networking in the CIMI
Publish at Calameo
NETWORK CIMI WITH THE EXECUTOR TEAM
By, Clara Patricia Villabona
STARTING POINT.
Dentro de la metodología SENA, el desarrollo de la formación se hace a través de Guías de aprendizaje, en la cual se plantean,
- Actividades de reflexión inicial.
- Actividades de contextualización e identificación d conocimientos necesarios para el aprendizaje.
- Actividades de apropiación del conocimiento (Conceptualización y Teorización).
- Actividades de transferencia del conocimiento.
- Actividades de evaluación.
Pero estas actividades se vienen realizando de manera aislada por cada competencia, es decir una guía para lo técnico, una guía para la ética, una guía para lo ambiental y una guía para comunicación.
MATRIZ DOFA PARA EL DESARROLLO DE LA RED.
S W
O T
GOALS
Diseñar una guía de aprendizaje holística e integrada con actividades para las competencias técnicas, básicas y transversales, de acuerdo a los lineamientos institucionales del SENA.
WORKING MODEL.
El modelo pedagógico en el SENA es Constructivista social, Holístico, Sistémico, Pertinente, Flexible, Articulador, Cohesionador y Humanista.
Para nuestro trabajo en red además desarrollaremos un modelo Ecléctico,
IMPLEMENTING, WHAT? WHOM? HOW?
SOCIAL NETWORKING COMMUNITY
Con nuestros instructores para nuestros aprendices.
En la etapa inicial del desarrollo del proyecto, se realizó la presentación del proyecto de red al Equipo Pedagógico del Centro EPC, al obtener la aprobación se invitan a los instructores del equipo ejecutor para el programa de Electricidad Industrial.
Se realizan las siguientes actividades con el equipo ejecutor, miembros de la red CIMI.
- Conformación de la red d trabajo colaborativo CIMI con los instructores de las competencias de Ética, Comunicaciones, Ambiental y de la técnica.
- Planeación de reuniones.
- Presentación del proyecto de Red de trabajo colaborativo CIMI.
- Implementación de las herramientas tecnológicas a utilizar durante la ejecución del proyecto, como:
- Comunidad en Google +
- Encuentro en Hangouts.
- Google Drive.
- A través de la herramienta Google drive se comparten las actas de reuniones, material de trabajo, como la guía principal a integrar, planeación de componentes técnicos y básicos de la guía.
- La próxima reunión se tendrá el día miércoles Nov 19/2015, en la cual se realizará el análisis del círculo PHVA, planear, hacer, verificar y actuar, para clasificar los diferentes resultados de aprendizaje de las competencias básicas a integrar en la guía.
DISSEMINATION OF RESULTS.
- A nuestros aprendices del programa de Tecnólogo de Electricidad industrial, quienes desarrollarán a partir del mes de marzo/2016 la guía Holística a integral, apoyados en el equipo ejecutor de la red colaborativa de trabajo CIMI.
- A nuestros compañeros instructores de otros equipos ejecutores a través de jornadas pedagógicas por redes de conocimiento.
CONCLUSIONS.
- A partir del trabajo inicial del proyecto de la red de trabajo colaborativo del CIMI, se ha mejorado sustancialmente la planeación del quehacer pedagógico, completamente desarrollado en comunidad de trabajo con las competencias técnicas y competencias blandas (ética, ambiental, comunicaciones), fin principal de la formación profesional integral en el SENA.
- El aprendizaje de trabajo colaborativo mediante el modelo Área de Trabajo, con la utilización de diversas herramientas tecnológicas para facilitar el trabajo en equipo, recolección y compartir la información en línea, ha permitido desarrollar el proyecto de una manera eficaz y eficiente en tiempo y resultados.
En el siguiente enlace se encuentra la carpeta de la red de trabajo colaborativo CIMI, compartida en Google Drive, con la diferente información y documentos de trabajo.
Enlace de la comunidad de la red de trabajo colaborativo CIMI.
REFLECTIONS ABOUT MY TEACHING PRACTICE
https://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4ddmpfQmVKVVpqU2c/view?usp=sharing
https://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4ddmpfQmVKVVpqU2c/view?usp=sharinghttps://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4ddmpfQmVKVVpqU2c/view?usp=sharing
MY REFLECTIONS ABOUT THE PRACTICE TEACHING
Reflections about my teaching practice.
By. Clara Patricia Villabona.
Since the formation impart my absolutely technical apprentice immediate practice this leads me to be very proactive in the design of the activities undertaken, especially since they must motivate acquire basic knowledge in technical, safety at work, environmental care.
When you start training with my apprentices, apply the technique given by our guardian Katri which I called closing his eyes with which trainees understand fully achieved the objectives of the activity was very productive for both apprentices and me .
LEARNING OUTCOMES DEVELOPED.
• Diagnosing faults and defects in equipment manuals and in accordance with international standards.
• Perform the safety of maintenance work on the job.
• Develop technical documentation of the repair process.
PRIOR KNOWLEDGE TO PRACTICE
Apprentices required knowledge as different computer equipment that can be found on the market and users, identifying their technical characteristics, learners should acquire basic knowledge related electronics with computers, software diagnostic tools and safety at work .
For this work in addition to the explanations given by me, the object scan methodology, which leads us to inquire about those technological objects around us or not, as its history, manufacturing techniques, skills applied for operation and anatomical description, essential in our work of maintenance of computer equipment.
In this session of teaching practice is that we should apply different strategies, teaching methodology and to make motivating learners, also it should not be very long duration in time of explanation by the instructor.
TRAINEES DURING PRACTICE
It is the most motivating for our apprentices given the pedagogical model of our institution SENA, where we are to work in a holistic and systematic manner, bearing in mind all the basic knowledge to develop practical time.
During this activity practice evaluation it was applied through a checklist which was released prior to the trainees.
ENDING THE ACTIVITY.
During these activity learners a questionnaire, they worked with a simulator of the above assembly equipment online through the internet.
Also they documented and socialized the entire group knowledge acquired through presentations and study related to the different types of maintenance applied to computer equipment cases.
To end my reflection, I consider vital as I could see in a video on education in Finland not only in primary but also vocational the plan very well the different stages of a teaching session such as the before, during and then, bearing in mind some ideas as time instructors speak during the teaching session should not exceed 40% of the time schedule, performing the instant feedback finalizing any presentation help learners done.
I want to emphasize how important and helpful it is to identify the learning styles of my learners, so hopefully distribute computers with members of different learning styles. In the Seine during the first days of apprentices in personnel welfare institution to the learner, apply the test of Learning Styles Honey, and I personally applied the test VARK throwing similar results.
Finally also reflect on practice with instructors teaching colleagues, which also applied the teaching of closing his eyes among others, leading to substantially enhance participation of instructors and commitment to activity, in conclusion, we must always take our scenario of teaching various active learning techniques.
PHOTOGRAPHIC RECORD
APPRENTICES
INSTRUCTORS COLLEAGUES
VIDEOS IMPLEMENTING TEACHING PRACTICE
This video aims to initialize learners to know and identify the onset of computers and their operating principles
IMPLEMENTING MY TEACHING PRACTICE
My apprentices perform socialization on different computer equipment with which should work.
PEDAGOGIC MODEL INTEGRAL PROFESSIONAL TRAINING
PEDAGOGIC MODEL INTEGRAL PROFESSIONAL TRAINING
In our institution, SENA, working with a holistic, systemic, relevant and flexible model. But nevertheless given education policies sometimes changes sometimes positive and sometimes negative for our apprentices, who are the main and most important in our model are given
https://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4dSUF4SDhCSGt0ZW8/view?usp=sharing
https://drive.google.com/file/d/0B4Zyo3dJgy4dWW1ZSXZtUmJicEE/view?usp=sharing
In our institution, SENA, working with a holistic, systemic, relevant and flexible model. But nevertheless given education policies sometimes changes sometimes positive and sometimes negative for our apprentices, who are the main and most important in our model are given
https://drive.google.com/a/misena.edu.co/file/d/0B4Zyo3dJgy4dSUF4SDhCSGt0ZW8/view?usp=sharing
https://drive.google.com/file/d/0B4Zyo3dJgy4dWW1ZSXZtUmJicEE/view?usp=sharing
COMTEMPORARY THEORIES OF THE LEARNING
https://drive.google.com/file/d/0B4Zyo3dJgy4dQXNJa0JXcmVoMms/view?usp=sharing
Having conducted the analysis of contemporary theories of learning 16
compiled by KUDNA Illeris, we note that they carry linking
the scientific psychological learning but strongly linked to the social,
political and cultural community.
Through the study circle we concluded The winners have a social constructivist model.
Having conducted the analysis of contemporary theories of learning 16
compiled by KUDNA Illeris, we note that they carry linking
the scientific psychological learning but strongly linked to the social,
political and cultural community.
Through the study circle we concluded The winners have a social constructivist model.
MY TEACHING PHILOSOPHY AND MY STUDENTS
MY TEACHING PHILOSOPHY AND MY STUDENTS
https://drive.google.com/file/d/0B4Zyo3dJgy4dM00xcjNmeV94WVk/view?usp=sharing
https://drive.google.com/file/d/0B4Zyo3dJgy4dM00xcjNmeV94WVk/view?usp=sharing
MODULE 3
MODULE 3 Presentation with SMILEBOX
http://play.smilebox.com/SpreadMoreHappy/4e4449354f446b354d7a4d3d0d0
http://www.smilebox.com/playBlog/4e4449354f446b354d7a4d3d0d0a&blogview=true
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| Free photo slideshow customized with Smilebox |
http://www.smilebox.com/playBlog/4e4449354f446b354d7a4d3d0d0a&blogview=true
sábado, 5 de septiembre de 2015
THE SECOND ESSAY ABOUT VOCATIONAL TEACHER
From the readings, classroom work during the week I learned different interesting technological tools for our work as teachers, also we identify our skills related to experience, reflective observation, contextualization, experimentation and collaborative teaching work in our communities. So designing our PDP and PPT
MY FIRST ESSAY ABOUT THE VOCATIONAL TEACHER SKILLS
WHAT IS TO BE A VOCATIONAL TEACHER?
FIRST ESSAY
By, Clara Patricia Villabona. The Winner’s Team.
Education has been running various forms or models as the Ausbel, Vigostky just to name some of the many professionals learning over the years; different theories of learning were essentially concerned the way of how you learn, leaving aside the what is learned, who learn about design, guide, guide and collaborate in and on the way to find the great significance of learning applied to life and not live to study.
Live to study we can be formed or perhaps shaped by different types of teachers who feel the work of teach sometimes with a minimum of personal satisfaction, hard run or frustration, sometimes while learning applied to life we find very likely made teachers personally and professionally, developing the great task of teaching learning and evaluation of fun way allowing to develop innovation, creativity, giving meaning to each of the tours and finding a target real and working life. These teachers enjoy their professional Studio taking us through guidance, support, advice, allowing collaborative work, trust, and mutual credibility of the student and the teacher, in a variety of environments, all this, focused on achieving a learning for life.
So, as the Haaga Helia University developed a whole program for teachers professional training with a focus on Areas of expertise and evaluation criteria, as we can see it then;
Live to study we can be formed or perhaps shaped by different types of teachers who feel the work of teach sometimes with a minimum of personal satisfaction, hard run or frustration, sometimes while learning applied to life we find very likely made teachers personally and professionally, developing the great task of teaching learning and evaluation of fun way allowing to develop innovation, creativity, giving meaning to each of the tours and finding a target real and working life. These teachers enjoy their professional Studio taking us through guidance, support, advice, allowing collaborative work, trust, and mutual credibility of the student and the teacher, in a variety of environments, all this, focused on achieving a learning for life.
So, as the Haaga Helia University developed a whole program for teachers professional training with a focus on Areas of expertise and evaluation criteria, as we can see it then;
Would according to the above leaps to my mind a series of questions whose answers can be found to say that our work of educational professionals should be a continuous process of evaluation and permanent reflection, the, what?, how? and for what?, developing my teaching work, collaboration and coherence to the current productive work environment, fostering community learning environments with students, family, company, other teachers and enabling research and development of a comprehensive training.
Our professional teaching work, must allow the student be permanently motivated, have full confidence both in our professional, educational, skills of relationship and collaboration with my colleagues, with the community, with the family, with working life.
It is as well as vocational education must be based on a profession, relating to competence in working life, the pedagogical competences, pedagogy is a way of interpreting the education, to build knowledge in favour of solving problems of social and productive. This is how the professional teacher must have the ability to design strategies, environments and activities that enable student to visualize the future, serving as a productive being, as professional teachers must be able to accept the change of methods and labor strategies thus make an investigation according to the progress in different industrial sectors, facilitating activities of teaching - learning and evaluation with relevancecoherence and effectiveness to the current working life.
In Colombia, speaking of excellent teachers, but tied the excellence with the basic skills of mathematics, science, literacy, coexistence, leaving in the unseen or without mention or present a holistic education, according to the globalization of working life.
Today's students questioned permanently the what serves me, how and where to apply the information received from the primary, secondary, and University School, questions that sometimes are not resolved by teachers, since these do not have not had a relationship with the professional working life.
The technological advances used in an expert manner by students, such as social networks, local, national and foreign communities, sometimes are rejected by the teachers, because there is a commitment to applied research to propose new and up-to-date methods of teaching/learning and assessment, i.e., develop the capacity for "Research in the classroom".
Our professional teaching work, must allow the student be permanently motivated, have full confidence both in our professional, educational, skills of relationship and collaboration with my colleagues, with the community, with the family, with working life.
It is as well as vocational education must be based on a profession, relating to competence in working life, the pedagogical competences, pedagogy is a way of interpreting the education, to build knowledge in favour of solving problems of social and productive. This is how the professional teacher must have the ability to design strategies, environments and activities that enable student to visualize the future, serving as a productive being, as professional teachers must be able to accept the change of methods and labor strategies thus make an investigation according to the progress in different industrial sectors, facilitating activities of teaching - learning and evaluation with relevancecoherence and effectiveness to the current working life.
In Colombia, speaking of excellent teachers, but tied the excellence with the basic skills of mathematics, science, literacy, coexistence, leaving in the unseen or without mention or present a holistic education, according to the globalization of working life.
Today's students questioned permanently the what serves me, how and where to apply the information received from the primary, secondary, and University School, questions that sometimes are not resolved by teachers, since these do not have not had a relationship with the professional working life.
The technological advances used in an expert manner by students, such as social networks, local, national and foreign communities, sometimes are rejected by the teachers, because there is a commitment to applied research to propose new and up-to-date methods of teaching/learning and assessment, i.e., develop the capacity for "Research in the classroom".
THE PROPOSAL FROM HAAGA HELIA. SCHOOL OF VOCATIONAL TEACHER EDUCATION.SENA 2014.
Video by Irmeli Pietila. Orientation to the program H-D
Study guide of the vocational teacher training program. Haag Helia- SENA – 2014.
http://www.colombiaaprende.edu.co/html/micrositios/1752/articles-337180_recurso_5.pdf
Study guide of the vocational teacher training program. Haag Helia- SENA – 2014
Investigación en el aula. Guía del profesor, David Hopkins.
Study guide of the vocational teacher training program. Haaga-Helia. SENA- 2014
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