How would you paint New York?

A few days ago, my year 2 students read the poem New York City, by Carlos Reviejo, which is one of the readings included in our textbook 12 SORPRESAS. LECTURAS, SM Savia. The poem mentions Mondrian’s New York City 3 painting:

MONDRIAN, Piet_New York City, 3 (inacabado), 1941_679 (1983.17)

We connected this idea with the topic we have been working in Social Sciences, giving directions using a map…, and for that reason, we projected the following image of New York:

Then we reflected on the way Mondrian painted New York, and posed the question: How would you paint New York? This question shook our minds activating very creative ideas (click on the link to see more):

Finally, we have made use those creations in each of our cooperative learning groups. First, we made a list of the aspects we liked in each drawing; and then, we have drawn these murals trying to gather in them all those positive aspects that we had highlighted in each individual drawing.

We liked them so much that we have chosen one to be the background of our blog.

Escape Room & Breakout EDU: It’ s time for something different.

Yes, Escape Rooms are here to stay: divergent thinking help kids to develop critical thinking while they’re having a great time. It is undeniable that this way of learning by playing has many positive aspects that deserve to be taken into account. All the students need to practice teamwork, time management, problem-solving, focus under pressure, and respect, while they are learning.

On the other hand, sometimes a teacher can feel overwhelmed when he or she is trying to perform something like that. Schedule an Escape room activity and adjust it in the curriculum sometimes could look like an impossible task. One of the hardest points is to deal with is the groups and the time and space management. You need to adapt a lesson for 6 or 7 groups in a limited space and solving the problems from each group simultaneously. To be honest, adapting the lesson from the curriculum to the Escape experience is the funniest point, but manage all group problems at the same time in just 50 minutes can be taught – most of the time we are just one teacher with 20 or 25 kids around. Solving this problem can be easy if you count on with an assistant or another teacher. In addition, you can do it online using electronic devices to move along the escape game.

There is another option that allows teachers to jump into divergent thinking ways of teaching and learning: Breakout EDU.  It will take you a lot of time to adapt it – from the curriculum point of view – but, from my point of view, it is easier to manage than the Escape Room activity: each group work on its own space and it takes their own time to solve the problems.  From my own experience, this activity can be better to control all the groups at the same time, especially if you are a teacher alone during the activity.

If you want to enjoy and look over a Breakout EDU experience, you can click on the post Murder, They wrote…

Are you a Growth Mindset or a Fixed Mindset? 

When we are learning we need to be openminded enough to understand everything the teachers are saying. Sometimes, we get frustrated when we can not catch the idea or understand a fixed concept. How you can manage? How we can avoid that feeling?…

Around this idea, we have two different ways of thinking: On the one hand, it is believed that we were born with a fixed abilities and you are incapable of performing an skill, if it is not innate, if you were not born with it (Fixed Mindset). On the other hand, many people think that we can get better at our skills —or even learn new ones— by investing time enough to progress (Growth Mindset).

….Having said that, are you a Growth Mindset or a Fixed Mindset?

 

PROFESSOR PEEK-A-BOO.

It is a long time since we met the well-known MATHEMAGICIAN. Well, the time has come to formally introduce another celebrity from the world of science … It is, none other than Professor Peek-a-Boo, Astrophisics and Astronomy PhD at the University of Mascachuches (Mascachuches in Spanish sounds like “candy chewer”).

In the photographs, you can see him sharing his knowledge with us, using Augmented Reality on this occasion.

It is not the first time that this great professor visits us. On another occasion he told us about the digestive system.

He was also in Salamanca, where he was part of the scientific jury in the First Lego League, a visit that was echoed by the local media.

Murder, They wrote…

BREAKING NEWS


“Today a crime has been committed at Colegio Santísima Trinidad. A teacher-in-training program has been murdered. As of yet, nobody knows who can be the murderer but we have many suspicious people. All that we know is that 4º ESO graders are in charge of solving such a cruel murder.

Our students are all a group of very talented people who have learnt a lot of subjects during the year and now is the moment to put them into practice. They are true BIO-DETECTIVES, so they have to figure out what happens and find out the real guilty. To reach their aim -to solve the bloody crime-they only have 50 minutes

We hope to give you more information as soon as possible but this is what we know so far. Our students are truly committed to resolving the murder but will they able to clarify the bloody crime? We will continue to keep you informed as soon as we have updated information.

La Salamanquesa, Daily News.


A BreakoutEDU experience

Today our students of 4º ESO and 1º Bachillerato have enjoyed a BreakoutEDU experience. The main objective of that involves students into a divergent-thinking activity. They need to be able to use contents they have learnt and at the same time, they have to do their best, working as a group and solving different riddles. This is pretty similar to an Escape-Room activity, but instead of giving the chance of each group, all the groups work together in the same place for 50 minutes and they need to follow different clues to achieve their objective.

The first steps are to design the activity and try to link the contents from the curriculum to a great story. In these steps, we would like to thank you for our teacher-in-training program Alba and María from the University of Salamanca. Alba had a great and unique idea, and we all together were able to make it real. After creating the idea, we created the workgroups. They had to be heterogeneous groups because they need to work together and complement each other. Finally, we needed an open space to organize all the clues and all the workplaces.


“We are proud of saying that all the BIO-DETECTIVES groups have arrested the murderer. It is true that there have been groups faster than others, but all of them have achieved their goal. Will they able to solve the next crime? We will continue to keep you informed of the goals of such top-notch investigators and their excellent leaders Alba and María”.

La Salamanquesa, Daily News.

SOLIDARITY WEEK

Our school, Santísima Trinidad, is celebrating a solidary week to support a nutritional centre in Mexico.

All classes are supporting and helping in many ways.

Since all the activities held are intended to support the Celaya NUTRITIONAL CENTER, in Mexico, second graders have chosen the dahlia, considered one of the natural symbols of Mexico, to make drawings to decorate the schoolyard. The dahlia was declared in 1963 as a symbol of the National Floriculture of Mexico, and since the year 2008, 4th of August is considered as “the national day of the dahlia.”.

In addition, this flower is a great example of the natural presence of the golden proportion in nature:

This is the video that we used to draw them. If you pay attention, you will realize that the drawing starts from a pentagonal shape, so present in multiple patterns of nature:

In this other video you can discover many interesting things about the golden ratio.

These are some of the dahlias we have drawn.

LEARNING FROM FABLES

The fox said to the bust after smelling it: “Your head is beautiful but without brain, like this one there are many who although they look like men are just busts“. Felix Maria de Samaniego.

Fourth grade student have entered the world of fables.

This reading activity has allowed them to: promote reflection, stimulate memory, broaden their sensitivity and empathy, discover a taste for reading, acquire values, and encourage their creativity by reading and working on several fables in the lego classroom.

BRUSHSTROKES ART

Comprehension Projects facilitate the student’s acquisition of knowledge through activities related to Multiple Intelligences.

On the other hand, they help develop the motor, cognitive, emotional, and relational capacities that they need in order to live and coexist in our current world.

The goal of the Brushstrokes Art Project was to bring the world of art closer to students as a means of expressing emotions and situations.

Students were guided through this process by Miró, Van Gogh, Frida Kahlo, Velázquez, Picasso …