What Size 6 C D Us Mean

competency assessment. Curriculum transformation.

P Artam of preconceptions based on two misconceptions: the first of which leads us to believe that when we speak of changing the curriculum, we mean to transform what and how to teach, forgetting, often, what and how to evaluate, the second of these mistaken beliefs indicates that work competency-based curriculum is a fad that has nothing to do with issues such as inclusive education or attention to diversity.

Of course, both beliefs are wrong because the transformation of the curriculum requires profound changes in all its parts and on the other hand, a competency-based curriculum always advocate the applicability of knowledge and functionality thereof. Both issues are a railway connection with the inclusive school.

The attached presentation, our good friend Fernando Trujillo (Universidad de Granada) shows a model alternative to traditional assessment in which the productions of the students play a fundamental role and which verifies the acquisition of skills worked, beyond the simple response to an oral or written.

What's A Male Model's Bmi

EFFECTIVE LEADERSHIP IN SCHOOLS. A condition for the inclusive school. CLOSED FOR HOLIDAY

E s very common find how teachers assuming leadership roles in schools are overburdened by a host of bureaucratic and managerial tasks that really set it apart from most everyday educational practice. It is very common for the director or the director of the center has the mind occupied in the process of registration, scholarship, attention to complaints from families, monitors potential or renovation works being carried out in the middle ... All this without the immediate urgency to reorganize the center in ten minutes to cover the absence of any partner.

Ultimately, the directors are in a multi-purpose role that by the more immediate demands, little is about teaching leadership should be the hallmark of this figure in the centers.

In the article to which we link from this post, Antonio Bolivar (Universidad de Granada) examines the conditions necessary for principals of schools to exercise their functions effectively. Approaches which Bolívar, although not precisely within an inclusive school approach, are perfectly acceptable for the model that we are defending from this blog. It is certainly an interesting article from which many conclusions can be drawn for the practice of exercise leadership roles in schools.

Indeed, after the holidays, I wish you a year full of surprises, goals achieved and projects to be undertaken.