SUPER-MATES// SUPER-SPEED MATHS

Hoy os traigo una idea también cogida de Whole Brain Teaching y adaptada al español y a mi clase. Se llama Super-mates (en inglés Superspeed  Maths)… Ha pasado menos de una semana desde que se lo expliqué a mis alumnos, y también a sus familias a través de mi otro blog, pero por ahora creo que está funcionando genial y veo a los niños y niñas de mi clase super motivados.	Today I bring another idea from Whole Brain Teaching that I haveadapted to Spanish and my class. It is called Superspeed Maths... It's been less than a week since I explained it to my students, and their families through my other blog, but for now I think it's working great and I see children in my class super-motivated.
Esto es lo que les he explicado a las familias: Durante este curso nos vamos a convertir en "Atletas Mentales". El principal objetivo de todo atleta no es ganar una carrera, sino superar sus propios límites y sus propios records personales. Para ello se esfuerzan y entrenan diariamente. En nuestro caso, para convertirnos en unos auténticos "Atletas Mentales", vamos a comenzar por entrenar a nuestro cerebro en sumar lo más rápidamente posible. El pasado viernes, cada uno de nosotros estableció su punto de partida, sus propios records personales en cálculo mental: uno por escrito y otro oral. A lo largo de estas semanas iremos "entrenando" diariamente en clase (y espero que también en casa) para superar esos récords.	This is what I explained to families: During this course we will become "Mental Athletes". The main goal of any athlete is not to win a race, but to overcome their limits and break their own personal records. That’s why they make efforts and train daily. In our case, to become a real "Mental Athletes", we will begin to train our brain to add up as quickly as possible.    Last Friday, each of you set your own starting point, your own personal records in mental calculation, one written and one oral. Throughout these weeks, we will be "training" everyday in class (and hopefully at home) to break these records.
Os cuento en qué consiste el entrenamiento: - Cada alumno tiene una hoja como esta, en la que por una cara tenemos las sumas a realizar y por la otra las soluciones. - Los alumnos se colocarán por parejas (alumno 1 y alumno 2). Empezará su entrenamiento el alumnos 1, que tendrá 2 minutos para ir diciendo cada una de las sumas y su resultado. (Es importante decir la suma, para que la repetición de la misma se vaya automatizando). El alumno 2, comprobará que los resultados son correctos. Si un resultado no es correcto, indicará el resultado correcto y el alumno 1 deberá volver a repetir la suma y el resultado.   - Después se cambian los papeles.	I tell you what the training consists of: - Each student has a piece of paper like this. On one side we have the sums to be performed and on the other solutions. - Students will be paired (student 1 and student 2). Student 1 will begin, and he will have 2 minutes to say each problem or sum) and its solution. (It is important to say the problem, so that the repetition of the same makes it automatic). Student 2 verify that the results are correct. If a result is not correct, she indicates the correct result and student 1 must  repeat the sum and solution.   - After that, roles are reversed.
Las hojas con las sumas están en un protector de plástico, para que no es estropeen. Los alumnos tienen unas pegatinas que establecen su último record que podrán ir cambiando cuando los superen. Cada viernes se realizará un "carrera" en clase, en la que cada alumno tendrá 2 minutos para realizar y escribir con un rotulador no-permanente, tantas sumas como pueda, intentando superar su record personal.	The papers with the sums are in a protective plastic folder, so they will not spoil. Students have stickers that set their record and that they will change when they break a record. Every Friday there will be a "race" in class, where each student will have two minutes to perform and write with a non-permanent marker, as many sums as they can, trying to overcome his personal record.
Por ahora solamente he adaptado las hojas de sumas1 del método de Whole Brain Teaching, pero iré adaptando y compartiendo las demás.	For now only have adapted sumas1 sheet of Whole Brain Teaching method, but I'll adapt and share others .
¡A SUMAR!	LET’S GO ADDING!!

New course, new ideas

Ya hace una semana que hemos vuelto al cole (dos para los profes). Y este año traigo nuevas ideas para trabajar en clase con mis alumnos. Durante este verano he estado buscando y buscando materiales y cosas nuevas para hacer con mi grupo de 2º. En uno de mis viajes por internet fui a parar con "Whole Brain Teaching" (WBT) o "Enseñar a Todo el Cerebro". El método consiste en involucrar a la mayor parte del cerebro en los aprendizajes, al incluir diferentes aspectos (escuchar, ver, moverse, repetir... y sobre todo divertirse). He preparado algunos materiales, especialmente para colocar en las paredes, para empezar a utilizar esta metodología en el aula, y quería compartirlo con aquellos que me siguen o que me leen.	It's been a week since we have returned to school (two for the teachers). And this year I have new ideas to work in class with my students. During this summer I have been searching and searching materials and new things to do with my 2nd grade group. In one of my internet travels I founded "Whole Brain Teaching" (WBT). The method consists involve most of the brain in learning, to include different aspects (hearing, sight, movement, repetition ... and specially fun). I have prepared some materials, mostly for use on walls, to start using this methodology in the classroom, and I wanted to share them with those who follow read me.
La normas de clase/classroom rules Super improvers wall
También he hecho unas fotos del resultado final en mi clase (perdón por la calidad)	I’ve also made some photos of the final result posters hanging on my classroom walls (not very good quality)
La verdad es que el sistema va funcionando poco a poco…pero tengo unos alumnos extremadamente habladores… y hay veces que no acaban de entrar en la dinámica… pero sigo intentándolo. Alba	Actually, the system is  working little by little,  but I have a group of  chatterboxes and sometimes I cannot make them get involved in the methodology. I’ll keep trying! Alba

Lines, shapes and colours

Hello everybody!!
¡Hola a todos!
Today I'm sharing two new art booklets. 
Hoy voy a compartir do nuevos cuadernillos para Plástica.

The first one is called "Colours everywhere", and can be used to explain our kids the basis about colours (primary and secondary colours, complementary colours, and graded colours). You'll need to use a colour wheel to explain some of the concepts, and you can find lots of them in the web.
 El primero se llama "Colours Everywhere", y puede utilizarse para explicar a los niños las ideas básicas sobre los colores (primarios y secundarios, complementarios....) Necesitaries utilizar una rueda de colores para explicar algunos conceptos.

Colurs everywhere booklet from Alba Candela

The second one, deals about different types of lines and shapes. You can also use this drawing to explain the different types of lines.

El segundo trata sobre diferentes tipos de lineas y formas. También podeis utilizar el dibujo explicativo sobre los diferentes tipos de líneas.

Lines ans shapes booklet from Alba Candela

Alba

Animals

Today I have prepared two activities to work some concepts about ANIMALS.

With this kind of worksheets, we are dealing both with some Science concepts (animal’s characteristics, types of animals…) and also some English Language structures.

Before using the worksheets, we should teach the kids the concepts they need to know to be able to complete the sentences about the animals.

We can use this activities as a mini-project at the end of a unit, or as a warm-up activity at the beginning of the animal unit the second year you teach about animals. 

Hope you enjoy them!

Animal riddle from Alba Candela

My favourite animal from Alba Candela

Hoy traigo un par de actividades para trabajar conceptos sobre los ANIMALES (en inglés).

Con estas fichas, trabajamos tanto los conceptos del área de conocimiento del Medio (características de los animales, tipos, etc) a la vez que estructuras de la lengua inglesa.

Antes de utilizarlas, debemos haber trabajado con los alumnos los conceptos que se trabajan, para que sean capaces de completar las oraciones sobre los animales.

Esta actividad se puede utilizar como un mini-proyecto al finalizar la unidad sobre los animales, o como una actividad introductoria al principio de este tema, si en cursos anteriores han tratado los conceptos que se trabajan.

Espero que os gusten.


Alba 

Hand signals (trying to have a quieter class)

I use to have very noisy groups. I know it's in part my fault, because I make them move,and think and share, and I always have something prepared for the fast-finishers, or for the slower students, or whatever.
Nevertheless, my last group (that wil be my students again in September), is specially noisy, and disturbing. I cannot spend half a second talking to another teacher, o looking at an activity..they ALL start wishpering, talking, playing and shouting. It's crazy!!

Another annoying thing about 1st and 2nd grade students, is that when you are explaining something important, they raise their hand and you think that they have a questions or a doubt, buuut...NO!! they just want to go to the toilet, or blow their nose... Or..you ask a question; that student that never participates in class raises his hand, and you think "Finally he is going to give an answer"...but NOOOO!! He opens his little mouth ans says "Can I sharpen my pencil?" aaahahhahahahahha!!! It's frustrating!

Surfing lots of teacher's blogs and websites, I found a quite good idea that will help with both problems. USING HAND SIGNALS.I have created different signals taht children can do with their hands so taht they do not need to speak: this way the do not interrupt an explanations or something important..and THEY DON'T SPEAK (I have the hope that the less I let them speak, even for simple things, the less they will...)

Hand signals from Alba Candela

Suelo tener grupos muy ruidosos. Sé que es en parte culpa mía, pues hago que se muevan, y piensen y compartan sus ideas, y siempre tengo algo preparado para el que termina pronto o para los estudiantes más lentos, o lo que sea.

Sin embargo, mi último grupo (que volverá a serlo en septiembre), es especialmente ruidoso y molesto. No puedo parar ni un segundo a hablar con otro profesor, o preparando algunaactividad .. TODOS empiezan a susurrar, haglar, jugar y gritar. ¡Es una locura!

Otra cosa molestas de los alumnos de 1er y 2 º curso, es que cuando estás explicando algo importante, levantan la mano y piensas que tienen una pregunta o una duda, peeeroooo.... ¡NO! Lo que quieren es ir al baño, o sonarse la nariz ... Otras veces .. haces una pregunta, y el estudiante que no participa en la clase levanta la mano, y piensas "Por fin sva a participar" ... pero ¡NOOOO! Abre  su pequeña boca y dice "¿Puedo sacar punta?" ¡Aaahahhahahahahha! ¡Es frustrante!

Navegando en blogs y sitios web de maestros, he encontrado una excelente idea que ayudará solucionar ambos problemas. GESTOS CON LAS MANOS. hE creado diferentes señales que los niños pueden hacer con sus manos para comunicarme algo y que no necesiten hablar: de esta manera no interrumpiran una explicación o algo importante .. y no hablan (tengo la esperanza de que cuanto menos les deje hablar, incluso para cosas simples, menos lo harán ...)


Alba

Picasso Project

I have here another art project I did with my 2nd grade students last year.
Here you are the Teacher's notes for the project, ansd the booklet I gave the students to keep make some of the activities and to keep their work.

Meet picasso booklet from Alba Candela

During the first lesson, we were discussing what is an artist, with the kids ideas an thoungts. Then we saw a PPT presentation with some Picasso artworks. On the booklet they had to answer to some questions about the different paintings ansd to say what the pictures make them feel.

Later, we learnt about Picasso's life and the periods of his art.
We focused on the Blue and Pink periods to learn something about cold and warm colours, and how they make us feel. We painted the same drawing with different colours (cold and warm) to see how they looked different.

Aftehr that w discovered what Cubism and Impresionism is, and how Picasso  drew people imagining he was looking at them from the front and from one side at the same time. We alsomade some Picasso Portraits.

To finish with the project, we studied Picasso's famous painting: "El Guernica". We were looking for the details of the painting in a book, and trying to understand it. We learnt that it talks about war and suffering. We tryed to change it to making the "Ghernica of Peace". We had some silhouettes form the painting on large construction paper and in groups we coloured and decorated it, to finally put them on a great and colorfull background. (I took the silhouettes from www.padreshispanos.com)

We finished our project visiting "Reina Sofía" Museum and there we could see some Picasso paintings and "El Guernica" that is amazingly big!!!


Whole project materials