#Kavanaugh Bears the Burden of Proof: #WhyIDidntReport #MeToo

The question isn’t whether he can win confirmation—it’s whether he can defend against the charge he faces in a manner that is both persuasive and honorable.
Source: The Atlantic

by Benjamin Wittes

Editor in chief of Lawfare and a senior fellow at the Brookings Institution

The manner in which Senate Republicans and Brett Kavanaugh’s supposed allies are championing the judge’s innocence should sting as the ultimate humiliation. They apparently don’t have sufficient confidence in the nominee to let a routine investigation take place before holding a hearing. They apparently don’t believe in him enough to make minor accommodations on the date of a hearing to a woman who is receiving death threats. They are publicly floating theories naming an alternative perpetrator—and then removing them and apologizing after those theories are picked up by Fox & Friends.

Having held up Merrick Garland’s nomination for the better part of a year to get past one election, they are apparently so fearful of further erosion of support for their nominee that they feel the need to rush this matter to a vote just weeks before another one. In the era of #MeToo, their actions bespeak the fear of et tu. Their solution is haste—and not the sort of haste that suggests faith. It is the sort of haste that that has one eye on the midterms and the other eye cast downward.

I have known Brett Kavanaugh for a long time—in many different contexts. I am fond of him personally. I think the world of him intellectually. I don’t believe he lied in his Senate testimony. I don’t believe he’s itching to get on the Supreme Court to protect Donald Trump from Robert Mueller. I’m much less afraid of conservative judges than are many of my liberal friends. As recently as a few days ago, I was cheerfully vouching for Kavanaugh’s character.

That said, the allegation against him is, at least so far as one can tell from the press reports, credible, and it deserves to be taken seriously.

If Kavanaugh were to ask my advice today—and to be clear, he hasn’t done so—I would tell him he almost certainly should have his nomination withdrawn.

The circumstances in which he should fight this out are, in my view, extremely limited.

I would advise him against letting Senate Republicans ram his nomination through in a fashion that will forever attach an asterisk to his service on the Supreme Court.

Assuming she is not impugning him maliciously, Kavanaugh’s accuser, Christine Blasey Ford, deserves better than that. The Court deserves better than that. And Kavanaugh himself, if he is telling the truth about his conduct in high school, deserves better than to be confirmed under circumstances which tens of millions of people will regard, with good reason, as tainted.

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Teaching English Language Learners Worldwide: Theory & Practical Guide

It is estimated that over 1 billion people are currently learning English world wide. According to the British Council, as of the year 2,000 there were 750 million English as a Foreign language speakers. In addition, there were 375 million English as a Second Language speakers.

The difference between the two groups amounts to English as a Foreign Language speakers using English occasionally for business or pleasure, while English as a Second Language speakers use English on a daily basis.

These impressive numbers are driven by adult speakers around the world who use English to communicate in the workplace. It is a commonly held misconception that these speakers need English to communicate with native speakers. While ESL is required for those living and working in English speaking cultures such as the UK and USA, it is equally true that English is used as the lingua franca between nations where English is not the primary language.

In a globalized world, the number of English learners around the world is only expected to further grow as the global trend to begin teaching English to young learners at increasingly younger and younger ages continues.

Teaching English Language Learners Worldwide contains relevant ELT pedagogy, educational theory, and is a Practical Guide for both the new and esperienced teacher. The practical guidebook offers educators practical strategies for teaching in all settings: EAL / EIL / ELL / ESL / EFL worldwide.

It is written by a teacher of English who has over a decade experience in a variety of settings, including language institutes, schools, and university, with all ages and levels, from beginner to advanced.

The book is written in a friendly, engaging, authentic, practical voice. It makes for easy reading and reference while motivating and interacting with the reader. The author is the Past-President of TESOL Chile, and thus is no stranger to the controversial topics in English Language Teaching, which he takes head on in this book.

The writer says: “This is the book I wish I had when I first started teaching English language learners. It would have made me a better teacher.”

It provides research-based instructional techniques which have proven effective with English learners at all proficiency levels. The author requests you write a review for this book if you find this book to be helpful to you in your practical teaching, where it is most valuable. Thank you in advance for your support.

Posted in Education, EFL, Teaching Tips | Tagged , , , , | Leave a comment

Double-Duty Writing Instruction by Emily Gallo

Writing lessons that foster social and emotional skills at the elementary, middle, and high school levels.

Source: Edutopia


Employers today are searching for individuals who have the ability to empathize, communicate clearly, and make unique discoveries.

So how exactly do we teach students to empathize with others?

One answer is to give them the opportunity to read their peers’ perspectives and share their own reflections, which encourages them to appreciate and respect their differences. By modeling writing at the elementary, middle, and high school levels, teachers can foster empathetic citizens who can successfully communicate with people from all around the globe.


At my school, we use the following lessons to help fourth-grade students feel comfortable expressing themselves.

Assigning group writing: Group workshops give elementary students a chance to engage with different perspectives. After brainstorming writing prompts as a class, we divide students into groups, and they work together as each writes an individual paragraph for a group essay. This cultivates a sense of shared ownership and empathy for others.

“They’re working with students at different reading and writing levels, and my class is also very multicultural,” said Danielle Pierson, a fourth-grade teacher at Milton Hershey School, where I teach. “It’s helpful for them to hear how other kids are processing information instead of just listening to me.”

Providing meaningful prompts: Next we challenge them to write a completely independent piece. Students generally feel intrinsically motivated to produce their best work when we allow them to choose from a variety of writing prompts—when they have a choice, they feel more connected to their work and more comfortable expressing themselves.

For example, they can write about a person who serves as their “power of one”—a term we use to refer to staff and students when they make a difference in each other’s lives. This prompt allows students to apply their social skills by sharing their admiration and appreciation with others.

In middle school, it’s important to build a culture of acceptance and empathy through activities that promote expression.

Fostering open dialogue: In one exercise, students receive challenge cubes with parts of speech and universal topics such as art, sports, and animals on the faces. They roll the cubes and then write a poem or claim statement using the topics and parts of speech they rolled. They can choose to work in groups and model their writing for each other.

“The dialogical approach is very important because for the students who know it, they have a chance to be mentors for their peers,” said Tony Sedun, an MHS middle school teacher. “For the students who aren’t sure, it gives them a ledge to hold on to by pairing up with a peer.”

This type of close collaboration also helps students learn about effective leadership techniques. If they feel more comfortable working independently, the challenge cubes can motivate them to apply their knowledge in creative ways.


Working in visual journals:

Visual journals promote creativity and linguistic and visual expression, and guide students to take risks during the writing process. In his weekly journal writing assignments, Tony writes alongside students and shares his journal on a document camera.

He encourages students to share their work if they feel comfortable. Learning how to listen with empathy and respect is a significant part of social and emotional learning.

“When students struggle with writing, there’s hesitancy, risk taking, and fear of audience acceptance,” Tony said. “I try to verbalize that process. I explain the expectation that we listen respectfully and give insightful comments to show students how to talk about writing.”


In high school, students are beginning to understand language conventions and making discoveries by using noteworthy authors as models.

Studying language conventions:

I use literature as a model for my high school students. For example, after my class read a novel by Octavia Butler, we selected a sentence from the book, and students highlighted the punctuation, circled important word endings, and then rewrote the sentence, using the same form and structure but replacing the words with their own to form a sentence that would be appropriate for their college essays.

Exercises like this give students a chance to model complex sentence structures and describe grammar rules in ways that make sense to them, which expands on our SEL curriculum: They become self-aware about how they interpret grammar conventions and gain a firsthand look at the different ways their peers are crafting sentences.

By making these grammar discoveries on their own, students develop important decision-making skills and learn how to respect the decisions their classmates are making.

Imitating models:

I frequently refer to Walt Whitman’s poem “There Was a Child Went Forth” in an attempt to guide my students, who all come from impoverished backgrounds, to embrace a growth mindset as they begin to accept imperfection, confront failure, and gain the confidence to share their unique experiences.

Using Whitman’s structure and line length as models, students insert their own perspectives, sharing them with the class if they feel comfortable.

Modeling Whitman’s language helps them gain a deeper understanding of language conventions, and listening to each other’s narratives fosters an empathetic environment.

As students listen to their peers being vulnerable and honest through their writing, they learn important lessons on navigating diverse relationships and relating to one another.

For students of all ages, writing is more than conventions and memorization.

It involves expression, critical thinking, empathy, discovery, and collaboration—skills that set students up for success in work and life in general.


Posted in Authors, Education, Reading, Writing | Tagged , , , , , , , | Leave a comment

Educación Superior: Recursos Para Estudiantes y Docentes Investigadores


1. Herramientas y portales digitales para la investigación científica AQUÍ
2. Libro: Fuentes de información bibliográficas a través de internet AQUÍ
3. Libro: Manual de Metodología de la Investigación Científica AQUÍ
4. Libro: Manual de Metodología AQUÍ
5. Libro: Introducción a la Metodología de la Investigación Científica AQUÍ
6. Libro: Metodología de la Investigación AQUÍ
7. Libro: Metodología de la Investigación Cuantitativa en Ciencias Sociales AQUÍ
8. Libro: Manual de Investigación Biomédica de Medicina AQUÍ
9. Libro: Manual de investigación en Medicina AQUÍ
10. Libro: Perfil del Profesor de Metodología de la Invest. en la Ed. Superior AQUÍ
11. Libro: Dinámica de tesis-Elaboración de proyectos AQUÍ
12. Libro: La Tesis ¿Cómo orientarse en su elaboración? AQUÍ
13. Libro: ¿Cómo se hace una tesis? AQUÍ
14. Libro: ¿Cómo hacer tesis de maestría y doctorado AQUÍ
15. Libro: Mitos en la elaboración de tesis y proyectos de investigación AQUÍ
16. Libro: Metodología y técnicas cuantitativas de investigación AQUÍ
17. Libro: La Investigación Cualitativa AQUÍ
18. Libro: Aprender a Investigar Investigando AQUÍ
19. Libro: Investigación-Acción en el Aula AQUÍ
20. Libro: Investigación-Acción en Facebook AQUÍ
21. Libro: ¿Cómo hacer la investigación cualitativa? AQUÍ
22. Libro: Etnografía y Observación en la Investigación Cualitativa AQUÍ
23. Libro: Guía práctica de Investigación Cualitativa AQUÍ
24. Libro: La ética en la Investigación Científica AQUÍ
25. Libro: Escribir y publicar un artículo científico original AQUÍ
26. Libro: Manual de escritura para científicos sociales AQUÍ
27. Libro: ¿Cómo escribir textos académicos segín normas internacionales? AQUÍ
28. Libro: Manual de redacción académica e investigativa AQUÍ
29. Libro: Manual de redacción científica AQUÍ
30. Libro: Guía para publicar documentos académicos AQUÍ
Scientist woman
31. Libro. La cita y la referencia bibliográfica AQUÍ
32. Libro: Análisis de datos cualitativos en la Investigación Social AQUÍ
33. Libro: Recursos educativos para la formación de investigadores AQUÍ
34. Libro: Guía de estilo para la redacción científica AQUÍ
35. Manuales de redacción científica AQUÍ
36. ¿Cómo escribir y publicar artículos científicos? AQUÍ
37. ¿Cómo elaborar un artículo científico? AQUÍ
38. ¿Cómo escribir un ensayo? AQUÍ
39. Normas APA y Vancouver para citas y referencias bibliográficas AQUÍ
40. Normas APA: Aplicaciones y sus tendencias AQUÍ
41. Normas APA para los escritos académicos AQUÍ
42. Normas APA: Manual de citación AQUÍ
43. Normas APA, apoyo en video AQUÍ
44. Citar Vs Plagiar AQUÍ
45. Referencias bibliográficas con ZOTERO AQUÍ
46. Bases de datos para ciencias de las Salud AQUÍ
47. ScienceDirect, base de datos para investigadores AQUÍ
48. Red Federada de Repositorios Institucionales de Publicaciones Científicas AQUÍ
49. Repositorio Científico de Acceso Abierto de Portugal AQUÍ
50. ¿Cuántos artículos científicos se producen por año y por países? AQUÍ
51. Repositorio de tesis doctorales AQUÍ
52. Portal de tesis latinoamericanas AQUÍ
54. Revistas Científicas IN CRESCENDO AQUÍ
55. Revista Científica de la Universidad Nacional del Nordeste de Argentina AQUÍ
56. Revista REDHECS – Revista Científica de Humanidades y Educación AQUÍ
57. Revista Científica Pixel Bit AQUÍ
58. Grupo de investigación científica en RedDOLAC AQUÍ
59. Repositorio Académico Universidad de Chile AQUÍ
60. Repositorio Universidad Católica de Chile AQUÍ
61. Portal de Tesis Electrónicas Chilenas AQUí
62. Guía Del Docente Para El Desarrollo De Competencias AQUÍ
63. Manual De Gestión Editorial De Revistas Científicas De Ciencias Sociales AQUÍ

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Every Educator A Connected-Educator: For Whom The Bell Tolls


Every Educator A Connected Educator.

Why? Why Not! What is the case for connected educators?

To begin, the image to our left is one we are familiar with. Let’s call it “traditional education.” Many educators, in fact, were educated this way when we were students.

Furthermore, many educators were trained using this traditional model of education. It follows, then, that as educators, despite paying lip-service to constructivist pedagogical theories, many of us are still employing the traditional pedagogy of the past century.

We can’t help it evidently. We were educated that way. We were trained that way. It’s in our DNA. So what can we do to change our behaviorist, Pavlovian tendencies?

First, let’s face reality. Our educational system is broken.

Students are required to sit for long periods of time while teachers force-feed them Death-By-PowerPoint lectures. Bullet point by bullet point, they are subjected to an overflow of theoretical spoken words they will barely remember.

This traditional paradigm of “Sit and Listen” while the “Sage on Stage” spews information” which students must “Memorise and Regurgitate” is so pervasive in our schools that students see it as the norm.

They have been conditioned, in Pavlovian terminology, to Respond to the Stimulus (education) by Regurgitating the Memorised contents in order to receive the desired reward: An excellent grade on the test.

It’s time for a paradigm change.

We are 18 years into the 21st century. Let me repeat that.

We are 18 years into the 21st century!

So what am I suggesting today?

I have a Radical idea. Remove Pavlov’s enduring legacy from your school.

Get rid of the bells. The bell that rings to start the school day. The bell that rings for recess. That bell that rings to end the school day. And all the other bells in between.

For whom the bell tolls?
Time marches on.
For whom the bell tolls.

I have one more Radical idea. Connectivism. So, what is connectivism?

Connectivism: A Theory of Learning For The 21st Century.

So, what is a connected educator?

A connected educator is someone who:

Connects with other educators to collaborate, to solve real-world problems that are both local and global in nature,

Thinks critically about how to get their students engaged actively in significant learning experiences.

Is willing to try all ways to improve students’ learning, always.

Believes passionately in collaboration over competition.

Is creative, not afraid to think outside the box, to take risks, and—most importantly—to follow through on their ideas.

They are members of a personal learning network (PLN).

Why is a PLN a must?

In isolation, you are only one person… Your possibilities are additive. One plus one equals two, if we put this in mathematical terms.

In a connectivist PLN, you are many. Your possibilities are exponential, virtually unlimited: One plus one equals three hundred thousand million…


Your PLN is where you ask questions that puzzle you, share ideas about what works for you in your teaching and learning context, share resource material and make life-long friends with educators from all cultures and backgrounds.

Your PLN not only enriches your practice, it enriches your life.

To give you a concrete example of how I used my PLN to do all of the things I just described above, I will name Edcamp Chile 2013. It was an international collaborative day of learning and sharing with educators in Chile and all around the world: Chile, the USA, Canada, the UK, Brasil, Colombia, and Europe.

All of that cost $0.00. Amazingly, this high-quality, classroom based sharing of best practice was accomplished with a budget of $ZERO. That’s a PLN in action. It’s powerful…

So, why should you be a connected educator?

Let’s re-phrase the question into a statement:

It’s Never Too Late to be a Connected Educator.

If you are not already a connected educator, it’s NeverTooLate.

Finally, for whom the bell tolls?

It tolls for you my friend…

Make connections. Today. Become A Connected Educator.

Posted in Connectivism, Education, Education Technology, PLN, Reflections | Tagged , , , | Leave a comment

#NuncaEsTarde: Licenciatura 2017 de Educación de Adultos en La Municipalidad de El Carmen

Según MINEDUC, cerca de 100 mil jóvenes desertan cada año del colegio. Retomar los estudios mejora no sólo las oportunidades laborales, también la autoestima.

El en Liceo Polivalente Juvenal Hernández Jaque de El Carmen, se realizó la ceremonia de licenciatura, de los 19 egresados pertenecientes al Programa de Educación de Adultos año 2017.


La ceremonia estuvo cargada de emociones ya que fueron los mismos hijos y familiares de los estudiantes, quienes hicieron entrega de cada uno de los certificados de egreso.

Aunque el tema de la educación está hoy en el centro del debate, existe un gran número de chilenos que ni siquiera terminó su escolaridad.

Según datos de la última encuesta Casen, revelados por la corporación CreceChile, más de 2,2 millones de adultos no completó su enseñanza básica, lo que equivale al 18,9% de los mayores de 19 años en el país.

De éstos, casi medio millón de personas (445.410) no recibió ningún tipo de estudios formales, es decir, ni siquiera ingresó a primero básico.

En total, son 5,2 millones de chilenos –casi un tercio de nuestra población– los que no terminaron el colegio. De éstos, 1,3 millones sólo logró completar la enseñanza básica, mientras que 1,6 millones ingresó a la enseñanza media, pero no la terminó.

Si se considera por rango de edad, los adultos mayores son los que tuvieron más dificultad para terminar el colegio. De hecho, de las personas que actualmente tienen entre 76 y 85 años, el 82% no completó su enseñanza.

No obstante, esta situación también es muy frecuente entre los adultos y jóvenes. De las personas de 46 a 55 años, la mitad no terminó el colegio, mientras que entre quienes tienen de 19 a 25 años, el 19% tampoco completó su escolaridad.

De acuerdo a datos del Ministerio de Educación, cerca de 100 mil jóvenes desertan cada año del colegio, de los cuales 40 mil vuelven a estudiar en el corto plazo, pero hay 60 mil que quedan rezagados y pasan a engrosar la lista quienes no terminan su enseñanza.

Fuente: Emol.com

Fechas Importantes

Sin lugar a dudas, el 16 de Julio de cada año, nuestra comuna se viste de fiesta, se embandera el pueblo, la comunidad se da cita en la Plaza de Armas de la comuna para presenciar un acto cívico y un desfile en honor a nuestro pueblo, esta fecha reconocida por todos como el Día del Pueblo.

Celebra el pueblo con gran entusiasmo las Fiestas Patrias, con un acto y desfile el día 18 de Septiembre.

Durante el verano se llena de color y actividad tanto el Balneario, Plaza de Armas y diversos sectores, terminando todo con show de gran nivel, el último con un impresionante nivel de público Noche de Brujas en el Verano 2018.

La actual administración da énfasis en fechas como el Día de la Mujer, Día de la Madre, Día del Padre, todos en reconocimiento a quienes viven en nuestra tierra.

Visión Municipalidad de El Carmen

Ser una comuna autónoma y sustentable, líder del territorio Laja Diguillín, que potencia el desarrollo de su comunidad en base a sus capacidades productivas, sociales y culturales con énfasis en la preservación de las tradiciones y medio ambiente a través de un municipio moderno con servicios oportunos y responsables.

Municipalidad El Carmen

Municipalidad de El Carmen
Av. General Baquedano 385
VIII Región – Chile
Teléfono: (56-42) 2834130
Oficina de Partes: (56-42) 2834130

Himno Comunal
Texto: Rosa Muñoz López
Música: Hugo Peñaranda Sanhueza

Hoy te alzas gentil, generoso,
con verdor de esperanza triunfal
remozado por ríos te encuentras,
Diguillín el Temuco y Palpal.

Las nevadas montañas andinas,
marco eterno que el este te dio,
embellecen tus campos trigados
con las manos brindas por dios.


Carmelino del campo y del pueblo
por la fe por amor y quietud;
con las almas unidas cantemos
a un mañana radiante de luz.

No es estéril la mano del hombre
ni dormida la mente mujer,
van los dedos cruzando los hilos
del cojín, de la manta a tejer.

Que el ilustre acunado en tu seno,
noble honra que dios nos legó,
sea herencia de triunfo en el tiempo
y de ejemplo a los niños de hoy.


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EdCamp Santiago 2019 Se vuelve EdCamp Santiago 2019!!!

Hoy nos vemos enfrentados al reto continuo de adaptarnos a las exigencias de un mundo en constante cambio. En este contexto, la educación adquiere una importancia fundamental, en especial los programas dirigidos a la población mayor de 18 años que no ha concluido sus estudios primarios y/o secundarios, ello considerando las consecuencias negativas que la escolaridad incompleta tiene sobre las personas adultas.

En este contexto, el presente artículo tiene como objetivo central indagar —desde una perspectiva cualitativa— en las experiencias y expectativas de los estudiantes de la principal modalidad de educación de adultos existente en Chile, la modalidad regular.

Los resultados muestran que las motivaciones para retomar los estudios escolares se asocian tanto a factores de carácter práctico como personales.

Además, se destacan entre los factores de permanencia al interior de esta modalidad la buena convivencia, así como el apoyo brindado por las familias y los profesores.


ACTUALMENTE NUESTROS PAÍSES ATRAVIESAN un período de vertiginosas transformaciones sociales, caracterizado por la difusión masiva de las tecnologías de la información y un acelerado proceso de renovación del conocimiento que pone en cuestión los saberes aprendidos.

Las personas nos vemos así enfrentadas al reto continuo de adaptarnos a las exigencias de un mundo en constante cambio, lo que depende en gran medida de la adquisición de nuevos conocimientos que permitan contrarrestar las incertidumbres, y como producto de ello lograr la inclusión y la promoción social (Sarrate, 1997).

En este escenario, entonces, la educación adquiere una importancia primordial.

Las personas que se encuentran en mayor desventaja frente a los desafíos que se imponen hoy son quienes no han alcanzado un nivel de instrucción elemental, vale decir, un conjunto básico de habilidades y destrezas (lectura, escritura, expresión oral, etcétera) que permitan desenvolverse eficazmente en la vida (trabajar con dignidad, participar de la vida cívica, etcétera), y que a la vez sirvan como base para seguir adquiriendo nuevos conocimientos y saberes, de acuerdo con las necesidades e intereses individuales (García-Huidobro, 1994; Sarrate, 1997).

Estos aprendizajes mínimos se asocian a lo que se entrega en la escuela en sus ciclos básico y medio, lo que no quiere decir que quienes no hayan concluido estos estudios necesariamente carezcan de estas herramientas.

Ahora bien, no obstante aquello, lo cierto es que la mayoría de las veces la falta de una certificación que acredite haber finalizado la etapa escolar trae consecuencias tremendamente negativas para quienes se encuentran en esta situación, tanto a nivel personal como social.

De este modo, considerando la incertidumbre propia de estos tiempos y los requerimientos y desafíos que implica la actual fase de desarrollo que enfrenta Chile —donde la educación y las calificaciones certificadas cobran cada vez mayor importancia—, se vuelve relevante la denominada «educación de adultos».

Si bien este concepto es bastante amplio (Merriam y Brockett, 2007), aquí se entiende como aquellos programas orientados a desarrollar habilidades y contenidos mínimos interrumpidos por procesos de abandono escolar en algún momento de la trayectoria vital de personas que pueden ser calificadas de adultas (Sarrate, 1997).

Dicho lo anterior resulta entonces absolutamente necesario atender a las experiencias de los estudiantes adultos en los programas dirigidos a esta población en Chile, así como también a las expectativas de futuro que depositan en ellos, de modo que exista la información necesaria en vista de su eventual actualización y reorientación, ya sea tanto desde sus aspectos curriculares como desde sus aspectos organizativos y administrativos.

En la medida en que estos programas sean pertinentes —vale decir, que respondan efectivamente a las necesidades y expectativas de sus estudiantes—, estos estarán entregando los conocimientos y habilidades necesarios para el mejoramiento de las condiciones materiales de vida, así como de la autoestima de una parte importante de la población chilena que no ha concluido sus estudios básicos y/o secundarios.

En términos generales, en la adultez la «no escolaridad» y la «escolaridad interrumpida» son situaciones particularmente sensibles para los individuos afectados, que suelen ser vividas en términos de fracaso personal y estar asociadas a situaciones personales, familiares o sociales de mayor vulnerabilidad, como es un bajo nivel de ingreso.

La «reescolarización» de la población que vio interrumpidos sus estudios tiende a ser percibida por los propios participantes de los distintos programas de educación de adultos como un medio que ayudaría a mitigar algunos de los factores de exclusión, dándoles nuevas posibilidades; es decir, contribuyendo a mejorar sus competencias laborales —y con ello sus condiciones de vida materiales— así como su autoestima y autovaloración.

Por otra parte, las situaciones, experiencias y/o condiciones de vida que en un momento determinado hicieron imposible la continuación de estudios, o que promovieron el abandono escolar, son de carácter muy diverso (Rumberger, 2001).

En Chile, actualmente son tres las modalidades de regularización de estudios o de «segunda oportunidad» que atienden a jóvenes y adultos que por diversas circunstancias no finalizaron la educación primaria y/o secundaria (Mineduc, 2012).

Estas son la modalidad «regular», la modalidad «flexible» y la denominada «proyectos de reinserción escolar», siendo la primera la más importante por contar con el mayor número de beneficiarios. Acometer la evaluación de este tipo de modalidades no es tarea fácil, debido a la singularidad de las instituciones y experiencias dirigidas a las personas adultas.

Sin embargo es urgente, debido a que la evaluación es inherente a la consecución de la calidad y mejora de los procesos de enseñanza-aprendizaje (Sarrate, 1997). Así, y como un primer paso hacia la evaluación, el objetivo principal de este estudio es indagar en las experiencias y expectativas de los estudiantes de la principal modalidad de educación de adultos existente en Chile, la modalidad regular.

Seguir leyendo aqui: ==> La Educación de Adultos En Chile

EdCamp Santiago 2019

Se vuelve EdCamp Santiago 2019!!!

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The International Baccalaureate® at 50: 1968 – 2018


The International Baccalaureate education system is celebrating its 50th anniversary this year. “More than 4,000 schools so far have chosen to teach International Baccalaureate® (IB) programmes, with their unique academic rigour and their emphasis on students’ personal development. Those schools employ over 70,000 educators, teaching more than one million students worldwide.” – Source: https://www.ibo.org/benefits

Thomas Baker When I became an International Baccalaureate® Middle Years Program (MYP) teacher five years ago, I was fascinated by its high quality. So, I did my own research to find out how it compared with other national education systems. I came to the astounding conclusion that it is the best system of education in the world. That sounds like hyperbole, doesn’t it?

Nonetheless, there is no other system of education in the world that can match its achievements over the past 50 years. Take the highest ranked national education systems on the PISA test, for example, and then compare them to the IB. The IB is a runaway winner. That also sounds like hyperbole, doesn’t it?

Having said that, the IB does indeed have its critics. Ranging from claims of the “McDonaldization of Education” to Cultural Imperialism, each critic has something of value to add to the discussion. At the end of the day, however, the facts speak for themselves. The International Baccalaureate system of education is in a class of its own… (more hyperbole)

For example, let’s take a look at one significant aspect of any education system, teaching, or more specifically, collaborative teaching…

Source: IB Community Blog,
July 30, 2015

A collaborative culture is at the core of many IB World Schools. It’s not just about students working together, fostering a community of experience and learning, but also includes teachers and staff.

Research and case studies suggest that by forming a network of resources, support, and guidance, teachers feel more comfortable in their roles, which subsequently has a positive effect on students.

So, what is teacher collaboration?

“Collaboration is when teachers work together to plan and create lessons and a curriculum for their students,” explains Jennifer May, PYP Teacher at Arroyo Elementary in California, USA.

Collaboration Photo Source: Arroyo Elementary, @arroyoPUSD

“Our team meets at least once a week to reflect on how our unit is going, and then amend or improve as necessary. As a team, we understand that we all have an opinion, and we need to respect and listen to each other. We all have a voice.”

“As students guide the learning, lessons look different in every classroom but the central ideas and key concepts are the same,” she adds. “The foundation of this lies with the teachers but can include the whole school with the help of social media channels or the school website.”

Sabrina McCartney, MYP Coordinator at Carrollwood Day School, Florida, USA, believes collaborative teaching is centered on developing an environment where staff feel confident and safe in trying innovative approaches to learning and teaching.

She says: “It’s based on the philosophy of keeping the student at the center while sharing ideas and thoughts in the planning process to create engaging lessons and assessments.”

Developing the culture

So how can teachers develop an environment of collaboration? And what processes already exist within the school to help support teachers and pool their resources?

In terms of offering teachers’ guidance, May is a strong advocate of having an IB coordinator who ensures all teachers feel included.

“Our coordinator offers support if we ever need help with ideas or planning, and we get an hour a week with her. She’s done an awesome job as a moderator, teacher and example of how to collaborate. She really helped us listen to each other and work as a team.”

Lifelong skills

Passing on a sense of community and collaboration is important for the success of any school. In terms of the impact on students, it can act as a microcosm of the greater world.

“Students will see how a community works, how they are part of it and what their role is in their community,” says May. “It is good for students to see that their classroom is not an island and that learning doesn’t end in the classroom when the bell rings.”

In essence, collaborative teaching – be it unit planning, feedback or other, external means of support – allows teachers to feel appreciated and guided in their role.

With such support comes confidence, which teachers are likely to pass on to their students.

“When ideas build upon each other, and we work together, the product we present to the student is much better than a teacher working by themselves,” May says. “We need to create a community, after all ‘it takes a village to raise a child.’”

To conclude, my contention is that the IB is the best system of education in the world. Though it may sound like hyperbole, when we look back over the past 50 years, it is difficult to disagree. More importantly, however, we should be asking ourselves the question: What will the next 50 years bring? That is an open question for the future…

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Seymour College Merges Middle School Curriculum into two Interdisciplinary Subjects

A HIGH-profile Adelaide girls school has merged most of its middle years curriculum into two “interdisciplinary” subjects and is phasing out traditional testing.

In a radical overhaul launched this week, Seymour College has also introduced medical science as an elective and is devoting three hours a week across all year levels to its new wellbeing program.

Two-thirds of lessons for Years 6-9 students are now either STEM (science, technology, engineering and maths) or GEM, which stands for global studies (humanities including history and geography), English and media.

Seymour College

*Seymour College middle school students will have most of their lessons rolled into STEM or GEM.” (Source: https://bit.ly/2zYguUM)*

Foreign languages and physical education are among subjects that remain separate.

Principal Kevin Tutt said interdisciplinary learning was crucial to students acquiring the modern skills of problem solving, creativity, collaboration and critical thinking.

Reading of a novel, for example, could link to the study of the historical period of its setting and the production of student films about it.

Medical science, psychology and philosophy, and business, economics and law, are among Year 9 electives.

“Teachers must teach across all of the STEM or all of the GEM subjects. We’ve got an entirely new curriculum in all those areas,” Mr Tutt said.

“The premise behind that (change) is the world requires a better understanding of how subjects are interrelated. At times there will be ways to link STEM and GEM as well.

“I’ve been a teacher and a principal for a long time and I think this is reasonably ground-breaking stuff.” Year 10 becomes a “transition year” back to core subjects of English, Maths, Science and History, before students begin their SACE.

While some formal testing will remain, Mr Tutt said assessment would move “more and more … towards girls singularly or in teams demonstrating the learning process” to other students, teachers, parents and industry professionals visiting the school.

But he stressed the “fundamentals in literacy and numeracy must still be there”.

Seymour is also starting “Girlbeing”, its own wellbeing program with four 45-minute sessions for every year level each week.

“Wellbeing these days is as fundamental as mathematics,” he said.

Mr Tutt, who joined Seymour last year, was confident the school was back on track after parent unrest over issues including the sudden and unexplained departure of former head Melissa Powell in 2016.

Tim Williams, Education Reporter, The Advertiser
February 2, 2018

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