To organize the educational process during the development of the television broadcast for teaching purposes in multigrade primary school, teachers must master the related content for their organization, the leading participation of the comprehensive mediator schoolchildren and the mediating family that collaborate in this process. Alternatives are required that enrich the current organizational variants.
The development of preparation enables teachers to acquire knowledge, develop skills and changes in the mode of action, for their better action in the organization of the educational process of multigrade primary school, with the use of forms and methods that favor their development. in educational centers, as an important part of their pedagogical activity in the development of organizational skills. It will be developed through workshops, self-preparation and exchange of ideas.
From this point of view, in order to put into practice the preparation of teachers, the different workshops that are presented are aimed at achieving the necessary uniformity in their implementation by the executors and can be carried out in the preparation of subjects, cycle groups or through methodological spaces for methodological variants in substitution of the space dedicated to the cycle or the degree.
The designed workshops are an organizational form of preparation, through which the exchange between the members of the group is promoted, through the methods that require discussion, reflection and group analysis, in such a way that the combination of new knowledge, skills and attitudes with those previously acquired and manifested.
It is of vital importance in the development of the workshops, the role played by the Head of the Cycle as facilitator or conductor of the activities, which must be stripped of traditional practices, to achieve a climate of respect and trust, even in the presence from different points of view, a situation that he must know how to take advantage of to guide teachers towards the balance of its effect through reflection and collective thinking.
These workshops enable group cohesion, the exchange of experiences and the construction of new knowledge based on their most immediate experience. In them you learn in practice, which implies insertion into reality, through a concrete process, and the integration of investigative theory and practice to discuss real events, where you learn from your own mistakes and those of others.
The bibliography to be used will be at the disposal of the Heads of Cycles and teachers in the premises where the workshops are held.
The Head of Cycle will take into account the following bibliographies to prepare and develop teacher training, among them are: Document that supports Ministerial Resolution No. 514 of 1988, course 61: Theory and practice of multigrade primary school. Pedagogy 2009 by Danilo Quiñones Reina and others, brochures No.1, 4 by Dr. C. Tomasa Romero Espinosa and others, brochures No. 2, 3 and 5 of M. Sc. Jesús Rodríguez Izquierdo and others, the brochure No. 6 by Sonia Copperry Cano and Thesis and Resolutions of the First Party Congress.
Marrero Silva, M. and others: Work in the Multigrade. Alternatives. (International Congress) Pedagogy 99, Havana.
Pla López, R. and others: Systematization of the theoretical body of pedagogy as a science from the historical-cultural approach. University of Pedagogical Sciences "Manuel Ascunce Domenech" . Ciego de Ávila, 2009
Use of student teachers - In III national seminar to leaders, methodologists and inspectors of the provincial and municipal directorates of education: Use of student teachers: 6th part, February, 1979.
Master's theses:
Nismel crespo O'Relly: System of activities for the organization of the pedagogical process of the "Julio Antonio Mella" multigrade primary school in the Morón municipality. 2008.
Oller Expósito, O.: Proposal for a system of improvement for primary school methodologists in the Camagüey province who attend multigrade schools. Camaguey, 2000.
Doctoral thesis:
González Labrada, G.: Pedagogical model for the direction of the process in the multigrade school. ISP ”José de La Luz y Caballero”, Holguín. 2006.
Miyares González, M.: The construction of learning strategies of nature by students from 5th-6th grades of multigrade primary school. ISP "Frank País García" Santiago de Cuba, 2006.
Águila Ayala, A.: The educational work of the teacher Raúl Ferrer Pérez and his importance as a social educator. ISP ¨Félix Varela ¨Villa Clara. 2001.
They can also use the books: ¨Psicología social¨ by Zoe Bello Dávila and J. Casales, the Model of the Primary School and Requirements of the Model of the Primary School by Dr. C. Pilar Rico and others, Psychological Orientation. Multiple alternative referential scheme, by Dr. Manuel Ángel Calviño. Vision of the Future of Asela de los Santos. Attention to Rural Mercedes López.
They will also be based on the articles ¨The direction of learning in the diversity of the multigrade classroom with the integration of educational technology¨ by Ismael Rodríguez Beltrán and those of Nismel crespo O´Relly and Camilo Rodríguez Castillo: The organization of the educational process at school multigrade primary. In: Education and Society Magazine. No. 3, year 8, July-September. ISSN 1811-9034. UCP ¨Manuel Ascunce Domenech¨, Ciego de Ávila, 2010.
In addition, the articles that appear in the IPLAC magazine can be used: ¨The relationship of the personal components during the development of the television broadcast for teaching purposes in the multigrade primary school¨ and ¨ The organization of the educational process in the multigrade primary school. Your demands and requirements¨ of the authors. M. Sc. Nismel Crespo O´Relly, M. Sc. Camilo Rodríguez Castillo, Dr. C. María Xiomara Rojas Villar and Dr. C. María Elena Fonseca Véliz.
It is necessary for the Head of the Cycle to know the main resistance of teachers to organize the educational process during the development of the television broadcast for educational purposes that allows its study, which is mainly given in:
- See the television broadcast as a brake to attend to all grades at the same time Not having a clear vision about the potential that can be found in the family and in schoolchildren Not understanding the value of the Pedagogical Interest Circle to prepare schoolchildren to collaborate with the teacher Prepare the materials for independent work.
From the proposal it is considered that during its application they were vulnerable.
Physical Education specialists, Art Instructors, librarians and Computer teachers.
It is necessary for the Head of the Cycle to inform the teachers that the control of the performance of those involved will be carried out on the basis of the following transformation directions:
Address 1. Manifestation of procedures. (Necessary knowledge and skills developed to put into practice by those involved the elaborated concept and demonstrate its performance).
Indicators:
- Orientation and motivation of those involved in the tasks, to solve problems in response to their assignment and achieve the organization of the educational process during the development of the television broadcast. Demonstration of a communicative interaction to achieve the empowerment of personal components during the development of the television broadcast. Control and evaluation of the performance of those involved in the information processing to achieve the organization of the educational process during the development of the television broadcast.
Direction 2 - Affective manifestation. (Position assumed during the implementation of the conception in terms of motivation and position in the face of change).
Indicators:
- Willingness to assume changes Interest in seeking information to enhance their performance Perseverance to maintain a favorable affective climate in relation to the rest of the personal components.
It is necessary to clarify that the tasks aimed at teachers will be analyzed in the dynamics of the process itself as the Head of the Cycle deems appropriate.
Conduct of workshops by the Head of Cycle to teachers
Workshop 1
Objective: To characterize the organization of the educational process in rural schools in its historical evolution until the formation of the current multi-grade primary school.
Title: The organization of the educational process in the multigrade primary school.
Method: Discussion, reflection and debate.
Content: The organization of the educational process in rural schools:
- Colonial stage Neocolonial stage Liberated areas in the II Eastern Front (1958) The three stages of educational revolutions.
Media: Set of cards or power point, banners, photos, people's testimonies.
Participants: Teachers, Heads of Cycles and Director.
Responsible: Head of Cycle.
Forms of evaluation: Self-evaluation, co-evaluation and hetero-evaluation
Term: First fortnight of September 2010.
Instrumentation:
During the development of the workshop, a favorable environment of frank and open analysis, reflection and exposition of ideas should be fostered, from the presentation of a topic that introduces the historical background of the educational process that takes place in multigrade primary schools, through the contributions of different researchers, which serve as the basis for preparing teachers in this type of school.
At the beginning of the first workshop, the group expectations technique is applied. Teachers' ideas are written about what they expect from the development of the workshops.
The content of the first workshop serves as the basis for all the others, it represents the necessary introduction to the topic. Self-preparation for it is directed towards the study of established consultation documents.
The method of reflection and debate should be used by the Head of the Cycle to guide the teachers, which make it possible to expand the collective analysis, without ignoring relevant aspects of the content, for this they must have questions previously elaborated on cards or slides, which they will serve as fundamental impulses towards essential ideas such as:
1.- The rural school has had different organizational forms in the different historical stages. At this time of analysis it is necessary to establish the historical evolution of the rural school up to 1958.
2.- The three stages of the educational revolutions in Cuba, an example of concern of the Cuban revolutionary government.
These ideas will allow teachers to establish the changes produced in the organization of the rural school in its historical evolution, as well as the changes produced in the community where the school is located. (See master's thesis and article in the Education and Society Magazine by Ms. C. Nismel Crespo and the books Vision of the Future by Asela de los Santos and Attention to Rural by Mercedes López)
The essential ideas should be aimed at the presentation of examples that demonstrate the changes produced in the organization of rural schools in Cuba and the criteria with respect to their different organizational variants, in addition to the current definitions of rural school, multigrade primary school, school rural primary and multigrade classroom.
It is important to highlight that the Head of the Cycle can apply the principle of combining knowledge, ensuring the principle of combination in the methodological variants, contribution of Dr. C. Guillermo Calixto González Labrada, which will allow him to use coordinating teachers of the existing variants in the rural sector with which it works and through an evaluation record the evaluative results of the criteria given by the participants will be collected.
After that, self-preparation for the next workshop is indicated on the basis of the following tasks.
- Study the articles related to the duties and rights of the family that appear in the Constitution of the Republic. Study in the Primary School Model the functions of the family and the fundamental objectives with which the teacher has to approach the family. Study booklet 3 by Jesús Rodríguez Izquierdo how the family can collaborate in the training activities planned by the rural school. Search for the meaning of mediation in Vygotsky's Language and Thought.
Workshop 2
Objective: Explain the work with mediator families in multigrade elementary schools.
Title: Work with the mediating family and its link in the educational process.
Method: Discussion. Group reflection.
Content: Family participation in the different activities carried out at school. Characteristics of the rural family. Definition of mediator family. Diagnosis, selection and preparation of the mediator family. The participation of the mediating family in the recess process during the development of the television broadcast for educational purposes. Their functions during recess.
Means: Cards, which include the different alternatives that show the actions of the family in the recess process, functions to be carried out, photos.
Participants: Teachers, Heads of Cycles and Director.
Responsible: Head of Cycle.
Evaluation: Quality of the ideas reflected in the reflection and discussion. Knowledge and skills that they demonstrate. Attitude they assume through points of view. Application of the PNI technique.
Deadline: Second fortnight of September 2010.
Instrumentation:
The workshop begins with the analysis of the following ideas taken from the book Letters to the teacher, ¨Family and school 1¨: Some starting points and What happens between the family and the school? by the author Elsa Núñez.
"A certain degree of coherence between both institutions would be desirable, so that a high degree of contradiction in the form and content with which each one of them assumes its educational function is not harmful." (Núñez, 1995, p. 3).
Through this reflection, it is discussed what is related to the role of the teacher to organize the educational process during the development of the television broadcast for teaching purposes in a multigrade primary school.
The development of the work of the teachers of the multigrade centers during television broadcasts for teaching purposes is analyzed, emphasizing ideas related to the fulfillment of the methodological steps for working with the audiovisual media, and the role that teachers play at this time of process. It is necessary to consult epigraph 2.3 and annexes of the PhD Thesis of M. Sc Nismel Crespo O'Relly, which shows the requirements that are made explicit through the different methodological alternatives that can be used by teachers.
It is necessary to demonstrate the importance of the habitual practice of the different alternatives offered, having as its main element the different contents that appear on the educational TV grid, which determines the alternative to be used by the teacher. This implies assuming an organizational form and the fulfillment of the methodological steps for working with audiovisual media, under real situations that occur in school.
In this workshop, the Head of the Cycle must make the teachers interact with the content of the television broadcasts and the established TV schedule, based on the grades they have in their class group, in connection with the alternatives offered, to real situations from school.
After that, self-preparation for the next workshop is indicated on the basis of the following tasks.
Philosophical dictionary. Make a content sheet with the meaning of the term principle.
Study of course 61 on the theory and practice of multigrade primary school to discuss the principle of multi-integration and how it manifests itself in multigrade primary school.
Workshop 4
Objective: To define the principle of multi-integration in the curricular didactic level.
Title: The principle of multi-integration in the curricular didactic plane.
Method: Discussion. Reflection and exchanges.
Content: Definition of the multi-integration principle. The application in the organization of the multigrade primary school of the principle of multi-integration. The stage reached by each teacher
Media: Cards, banners.
Participants: Teachers, Heads of Cycles and Director.
Responsible: Head of Cycle.
Evaluation: Self-evaluation, co-evaluation and hetero-evaluation.
Deadline: Second fortnight of October 2010.
Instrumentation:
Teachers will search for information in the book ¨Course 61¨ and the doctoral thesis of Manuel Eugenio Miyares, by directing their attention to:
- The different definitions that exist about what a principle is, the authors of these definitions, as well as in which criteria they coincide. The principle of multi-integration. Definition of the didactic level within the principle of multi-integration. Definition of the curricular level within the principle of multi-integration; graduated curricular base and multi-integrated curricular adaptation; curricular concretion; curriculum adjustment, curriculum addition; curricular subtraction; Curricular adaptation The educational plan within the principle of multi-integration.
With the development of this workshop, teachers will be able to demonstrate knowledge and skills on the aspects to adapt the curriculum to the characteristics of a multigrade class group, taking into account the curricular components of each grade and the particularities of each school.
Subsequently, they will exemplify compliance with the principle of multi-integration in the curricular didactic plan by taking into account the contents of television broadcasts and the established TV schedule, based on the grades that they have in their class group and they will exchange the subject preparation notebooks to evaluate them.
After that, self-preparation for the next workshop is indicated on the basis of the following tasks.
Study of course 61 on the theory and practice of multigrade primary school to discuss the word multi-interaction and how it manifests itself in multigrade primary school.
Workshop 5
Objective: To define the principle of multi-interaction in the multi-grade primary school.
Title: The principle of multi-interaction.
Method: Discussion. Reflection and exchanges.
Content: The application in the organization of multigrade primary school of the principle of multi-interaction. The stage reached by each teacher.
Means: Information sheets, blackboard and question sheets to answer.
Participants: All the teachers of the multigrade primary schools of the Morón municipality, Heads of Cycles and Director.
Responsible: Head of Cycle.
Evaluation: Self-evaluation, co-evaluation and hetero-evaluation.
Deadline: First fortnight of November 2010.
Instrumentation:
At this time, a dialogue is established to clarify the relationships that are established in group work, for which the following idea is presented for analysis.
After the debate, the teacher will analyze with the family the relationships they establish with the schoolchildren in the recess process, as well as the power that was given to them, which is not to impose themselves but to conquer, to help, which does not mean supplanting and the limit that it must exist, that is, without concessions that may subsequently lead to erasing those limits, which would greatly hinder the performance of the role, and that being understanding, respectful of the rights of others, authentic, does not imply in any way not being professional.
It is necessary for the teacher to explain the two forms of relationships established by schoolchildren, on the one hand, those that are consequences of the work and activities they carry out and, on the other, those that occur due to personal relationships based on mutual sympathy, what the teacher should make reflections to the family that allows them to know these relationships.
The teacher can use in this workshop section 1.3 of the doctoral thesis of M. Sc. Nismel Crespo ORelly, the Psychological Orientation books. Referential scheme of multiple alternative and Teaching theory and practice.
The workshop is evaluated through the quality of the reflections and exchanges and the application of the PNI technique.
Evaluation stage of the preparation of teachers in the rural sector in the Morón municipality
The general conception of the evaluation that is assumed is formative-summative since the teacher resolves the difficulties in the dynamics of the preparation process itself, by not having to wait until the end for the correction and self-correction of their errors, however the results of the formative evaluation accumulate to become summative.
The final evaluation is made from the integration of the results of the teachers and families in the different workshops and the presentation and individual defense of the teachers of the oriented exercise, which will respond to the following aspects:
- Activity of a television broadcast for teaching purposes where a group is taken into account, class and techniques that can be used in independent work, as well as skills in gaining time during work in the multigrade. Development of a schedule and explain the requirements that it had into account for its preparation Development of teaching aids and didactic games in multi-grade classes Preparation of exercises by levels when taking into account a class from a television broadcast Presentation of a curricular adaptation of a unit of a subject in various grades. Presentation of a scheme of the organization of their schoolchildren attending to the psychopedagogical characteristics in a teaching activity in the classroom context. Characterization of the functions of the family and their link in the educational process.
The final result enables its integration in the summary of the evaluation of teachers corresponding to this stage of the school year.
BIBLIOGRAPHY:
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Calviño, M. (2000). Psychological orientation. Multiple alternative referential scheme. Havana: Technical Scientific Ed, p.11-25.
Coppery, S. (2008). Rural sector workshops. A path to educational quality: Brochure No. 6. Ministry of Education of Cuba, 44 p.
Cubillas, F. (2004). Management model with a participatory approach for the rural school zone. Thesis presented as an option for the scientific degree of Doctor of Pedagogical Sciences. Villa Clara. ISP "Félix Varela", 273p.
Chávez, J. P and Lissabet, JL (2003). Teach and learn in multi-grade classrooms. Project «Didactic model for the multigrade school». Higher Pedagogical Institute «Blas Roca Calderío» Granma, 15p.
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Crespo N. and Moya Y. (2010 b). Educational games to be combined with the television class in the multigrade elementary school. Work presented at the Provincial Game and Society Event, January 1st, Ciego de Ávila, 20 p.
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