2º E.S.O. PBL: La Edad Media en la Península Ibérica

Ya hemos explicado en clase qué es PBL (Project Basic Learning). Ahora os toca a vosotros ponerlo en práctica.

Se trata de trabajar la Edad Media en la Península Ibérica de una forma activa y desde varios puntos de vista. Cada grupo deberá escoger UNO de los siguientes personajes y desarrollar un proyecto acerca de su vida:

• Un juglar que viaja con sus música y sus poemas
• Un caballero que participa en una batalla
• Un siervo acosado por las deudas con su señor feudal
• Un peregrino a Santiago de Compostela
• Un monje encargado de la biblioteca del monasterio
• Un califa musulmán

¿En qué formato podéis hacer vuestro proyecto? Aquí tenéis libertad total: podéis hacer un telediario en vídeo, un cómic, un blog del peregrino, un periódico digital, una presentación de prezi… Sed creativos y divertíos! J

Podéis hacer vuestro PBL en grupo o individualmente. La fecha de entrega del producto final será el Jueves 13 de Febrero y a la semana siguiente deberéis hacer una exposición oral en clase, ante vuestros compañeros. Para evitar nervios en ese momento, podéis ensayar utilizando estos consejos para hablar en público.

Ambas partes (PBL y exposición oral) son obligatorias. Al final, recibiréis una nota que entrará a formar parte de la nota final de la evaluación.

Ánimo y suerte!

News in Education: What is PBL?

PBL (Project Based Learning) is a main option in the 21th Education. Projects vary in length, from several days to several weeks or even a semester, but it can always motivate students:

• Is intended to teach significant content. 

• Requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a Driving Question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations.

• Requires inquiry as part of the process.

• Is organized around an open-ended Driving Question. This focuses students’ work and deepens their learning by framing important issues, debates, challenges or problems.

• Creates a need to know essential content and skills. PBL reverses the order in which information and concepts are traditionally presented: it begins with the vision of an end product or presentation. This creates a context and reason to learn and understand the information and concepts.

• Allows some degree of student voice and choice. Students learn to work independently and take responsibility when they are asked to make choices.

• Includes processes for revision and reflection. Students learn to give and receive feedback in order to improve the quality of the products they create, and are asked to think about what and how they are learning.

• Involves a public audience. Students present their work to other people, beyond their classmates and teacher – in person or online.  

We will do a PBL activity next term... 

be prepared to learn and have fun!

Sources

BIE 

World history educators blog 

1º British: History Lessons

Here you have the Theoretical Units and the Weekly Works that belong to the second part of the year: HISTORY.

Theoretical units:

Unit 1: Intro to History

Unit 2: Prehistory

Unit 3: Mesopotamia and Egypt

Unit 4: Greece

Unit 5: Rome

Unit 6: Spain and UK in ancient times

Weekly Works:

WW 1: Intro to History

WW 2: Prehistory

WW 3: Mesopotamia and Egypt

WW 4: Greece

WW 5: Rome

British: Book review 2013-1014

As the curriculum for the subjetc is complex and really long, some of the lessons will be completed by the students. To begin with, students must read two books and hand-writting a personal review. This work is compulsory and must be returned in the specified date.

Students can read them in English or Spanish, it doesn’t matter, but of course the review must be written in English. This review, hand-written on one side of the sheet, must have the following sections:

·         Bibliographic card: title, author, publisher, place and year of publication ...

·         Abstract (3-4 pages)

·         Personal opinion about the book (1 page)

The two reading books for this year are:

1º ESO

La chica del tiempo, by Eva Mª Piquer (Second term)

Roman Mysteries (vol.1: The thieves of Ostia), by Caroline Lawrence (Translation into Spanish: Misterios Romanos 1: Ladrones en el foro). (Third term)

4º ESO

Animal Farm (Rebelión en la granja), by George Orwell (First term)

Las 13 rosas. By Jesús Ferrero. Siruela, 2003 (Second term)

All the titles are avaible in the Public Library. Enjoy the reading!

Lecturas históricas 2013-2014

Debido a lo extenso y amplio del temario, algunas lecciones deben completarse con trabajos por parte de los estudiantes. Entre otros, este curso se incluye la lectura de dos pequeñas novelas relacionadas con la Geografía y la Historia, de la que luego cada estudiante deberá hacer un trabajo, escrito a mano por una sola cara, que incluya los siguientes puntos:

• Ficha bibliográfica: título, autor, editorial, colección, lugar y año de publicación.
• Resumen (máximo 4 páginas)
• Opinión personal y argumentada sobre el libro

Estos trabajos son obligatorios y deben ser entregados a la profesora en la fecha especificada. Una vez corregidos, recibirán una nota que entrará a formar parte de la nota media de la evaluación. De no entregarlo, la nota del trabajo será 0.

Los libros escogidos para este año son:

1º ESO

La chica del tiempo, de Eva Mª Piquer (2º trimestre)

Misterios Romanos (vol.1: Ladrones en el foro), de Caroline Lawrence (3º trimestre)

2º ESO

La tierra de las papas, de Paloma Bordons (2º trimestre)

El oro de los sueños, de José Mª Merino (3º trimestre)

Hay varios ejemplares disponibles en la Biblioteca Pública. Manos a la obra!

3º British: Global Warming, an incovinient truth

Global warming has become a controversial issue but also a leading public environmental concern. Even those who considered the overall subject “debatable” have changed their minds as more conclusive evidence has come in from all corners of the globe. 

During the following days, we will work in class about this topic:

• First step, will be the film "An inconvinient truth". 
• Second step, you will work in groups, doing several online research and writting brief essays, with this Global Warming's Activities and the Kyoto Protocol document.

As usual, send the solved activities to blogeducativo08@gmail.com when finish. This work will be part of the score at the end of the NEXT term. If you fail to finish them or you give it out of date, the mark will be a 0 for this work.

Go on!