1ST of Primary Education, group 71 2022

BLOCK C
EDUCATION AND EDUCATIONAL CONTEXTS
LAURA DIAZ FERRER
BLOCK C – LESSON 1: THE EDUCATIONAL ORGANIZATIONS

1. Concept of organization.

It is an organized group of people with a particular purpose, such as a business or government

department.

The need to organize human activity and to organize itself socially stems from the need to obtain
better results and increase efficiency, which is why organizations of different types (cultural,
social, policies, trade unions, military and also educational) à Feixas (psicoleg).

People all together are working better and also are working more. It is easier to work together
inside of an organization. For example: military organization

Meaning of efficiency → something that it’s useful

Difference between efficiency and effectiveness → Efficiency and effectiveness are not the
same thing. Efficiency is defined as the ability to accomplish something with the least amount
of wasted time, money, and effort or competency in performance. Effectiveness is defined as
the degree to which something is successful in producing a desired result; success.

• We are a community with the same objectives that we want to achieve. We work all
together to achieve the objective
• The leader give some instruction→ to achieve the objective
• Each member of the organization has to put their resources use all the members
capacities.

Organizing means that there are different kinds of institutions. People who interact between
others.

The organization is this environment in which people are

organized to achieve specific disorders. The
macrostructure of the organization could be the
university because it has different structures. Is a stable
organization, sustainable.

An organization → it’s socially built

o Work together to achieve a goal

o Share capacities
o They have the same aim
o Work hand by hand
o There’s a hierarchy
o They have resources, and they need it to achieve the goal
o The relationship between several elements around specific objective to obtain
a better function
o Group of people working together with the aim of reaching common objectives
o Applied in schools (they have an objective).

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1.1. Definitions of organisation

- Organisation means the relationship between several elements around a specific

objective to obtain a better functioning (Gairin).

- Group of people working together with the aim of researching common objectives.
(Armengol, Feixas, Pallarès)

- An organization is a group of members who share goals and objectives and use
resources to achieve them. It is characterized by being a social system open to the
environment and interacting with other subsystems that are related to it. (Tomàs)

- A system built socially by a group of people who interrelate and communicate with
each other continuously, to achieve common goals that are constantly being
reformulated to respond to the needs of a changing context. (Feixas)

1.2. Educational organizations. (Organizations regarding education)

1.2.1. Structure of the Education System

• Non university general education.

• University education.
• Non-university specialized education.
• Pupils’ and families’ rights and duties in compulsory education.
• Pupils’ basic rights and duties.
• Families’ rights and duties. —> contract between families and schools. (Carta de compromís
educatiu/digital)
• Educational institutions.
• Home education.

(3 to 6 years old: it is not compulsory, its universal)

• The education system offers the following types of education: early childhood education,
primary education, compulsory secondary education (ESO), Bachillerato, vocational training
(VT). Language education (OLS), artistic education, sports education, adult education, and
university education.
- Primary education, compulsory secondary education and basic vocational training
constitute basic education.

- Secondary education is divided into compulsory secondary education (ESO) and post-
compulsory secondary education (Batxillerat), intermediate vocational training
(CFGM), professional artistic education in music and dance and intermediate plastic
arts and design, and intermediate sports education.

- University education, higher artistic education, advanced vocational training, higher

professional education in plastic arts and design, and higher sports education
constitute higher education.

- Language education (OLS), artistic education (Art Schools) and sports education (P.E.
Schools) are considered specialised education.

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• Organic Law 2/2006 on Education (LOE) as amended by Organic Law 3/2020 (LOMLOE) are
currently the basic standards regulating the education system and defining its structure. In
2021, the structure of the Spanish education system corresponds to this organisational
chart.

1.3. Non-university General Education

- Early childhood education features:

o Not compulsory and 2 cycles.
- Primary education and compulsory secondary education cover 10 years of schooling,
compulsory and cost-free for all the students.
- Primary education presents the following features:
o 1st compulsory level of the education system and covering 6 academic years,
between 6 and 11 years old (diagnostic assessment of the skills acquired by
pupils: Article 21 of the LOE, as amended by the LOMLOE).
- ESO singularities: ages 12 to 15. It covers 4 academic years.
o All students, regardless of whether they pass or fail, receive an official certificate
(nº years studied and level of skills acquired).
- Basic vocational training allows (FPB): access for students aged between 15 and 17 if
they have passed the 3rd year of ESO or, exceptionally, if they have completed the
secondary year of ESO.
- Baccalaureate: it lasts 2 academic years, which are studied between the ages of 16 and
18; and it allows access to the different higher education courses after being passed
(Batxillerat).

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 - Vocational training: Intermediate vocational training/ advanced voc. Training.

1.4. University education

Students in possession of the Bachelorette diploma who wish to attend university need to pass
a test.

Adapted to the European Higher Education Area (EHEA), university education is divided into 3
cycles:

- Bachelor, whose aim is to provide the students with a general training, in one or several
disciplines, directed to prepare them for carrying out professional activities.
- Master, whose objective is the acquisition of an advanced training of a specialised or
multidisciplinary nature.
- PhD, which enables the acquisition of competences and skills related to quality scientific
research and its development.

1.5. Non – university Specialized Education

- Artistic, sports and languages education have their own organisation and they are
considered as specialised education.
- Artistic education is organised as follows: elementary, professional and advanced.
- Sports education is structured in two levels: intermediate and advanced.
- Language education is organised into three levels: basic, intermediate and advanced.
They correspond, respectively, to levels A, B and C of the Common European Framework
of Reference for Languages (CEFR)-

1.6. Pupils’ and Families’ Rights and Duties in Compulsory Education

The 1978 Spanish Constitution, in Article 27, recognizes the right to Education as one of the
fundamental rights.
Article 4.1 of the LOE, as amended by the LOMLOE, establishes the compulsory and cost-free
nature of basic education.

1.6.1. Pupils' basic rights and duties

Article 6 of Organic Law 8/1985 regulating the Right to Education (LODE), as amended by the
LOMLOE, recognizes the basic rights for students.

Furthermore, Article 7 of the LODE recognises their right of association, depending on their age,
through the creation of student organisations.
In turn, Article 6 of the LODE, as amended by the LOMLOE, sets out the basic duties of students

1.6.2. Families’ rights and duties

Article 4 of the LODE, as amended by the LOMLOE, recognises that families have the rights in
relation to the education of their children
In addition, Article 5 guarantees their freedom of association in the educational sphere. Final
Provision 1.2 of the LOMLOE, modifying the LODE, establishes that educational authorities must

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favour the exercise of the parents' right of association, as well as the formation of federations
and confederations.
Meanwhile, Article 4 of the LODE, as amended by the LOMLOE, states that families, as those
primarily responsible for the education of their children, have the duties.

(2006 - LOE —> teachers have the right and duty to be taught all the time.

2013 - LOMQE/LOMCE

2020 - LOMLOE à 1 article that modifies 109 More or less. ACTUAL

Organic law: one law that if it’s reinforced, if one group says yes and the other says no, the law
is not accepted. More than 50% has to accept it.)

1.7. Educational institutions

Non-university educational institutions according to their ownership and source of funding can
be classified as:
- Public schools: owned by the public education administration and publicly funded.
- Private schools: owned by a private natural or legal person and privately funded.
- Publicly funded private schools: owned by a private individual or legal entity, but they
can be publicly funded through a regime of agreements (concertada).

1.8. Home education

• Hospital teaching has the following characteristics:

o Purpose: to ensure the continuity of the educational process of hospitalised
students and avoid or reduce as far as possible the negative consequences that
their stay in hospital may cause both on an educational and personal level.
o Target groups: pupils at compulsory schooling age hospitalised for a long period
of time.
o Organisation: Based on a national agreement from 1998, each autonomous
community has developed this programme according to its own particularities.

• On the other hand, home teaching programmes have the following particularities:
o Purpose: to ensure the continuity of the educational process of students who
are required to stay at home upon medical prescription and avoid or reduce as
far as possible the negative consequences that their stay at home may cause
both on an educational and personal level.
o Target groups: pupils at compulsory schooling age who cannot attend school
due to a prolonged stay at home by medical prescription.
o Organisation: each education administration has developed this programme
according to its needs and possibilities, the main options being the following:
§ Providing civil servant teachers who exclusively provide this service.
§ Providing civil servant teachers who work part-time with these
students, either from an ordinary institution or from a hospital
classroom.
§ Awarding grants to private non-profit organizations to implement the
programme.

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1.9. Nature of organizations

1.9.1. Organization as a Process

As a process, organisation is an executive function. it becomes a managerial function involving

the following activities:
- Determining activities necessary for the accomplishment of the business objectives.
- Division of work.
- Grouping of inter-related activities.
- Assigning duties to persons with requisite competence.
- Delegating authority.
- Coordinating the efforts of different persons and groups.

1.9.2. Organization as a Structure (or framework of relationships)

- As a structure, organisation is a network of internal authority and responsibility

relationships. It is the framework of relationships of persons operating at various levels
to accomplish common objectives. An organisation structure is a systematic
combination of people, functions and physical facilities.
- It constitutes a formal structure with definite authority and clear responsibility. It has to
be first designed for determining the channel of communication and flow of authority
and responsibility.

For this, different types of analysis have to be done. Peter F Drucker suggests following three
types of analysis:

- Activities analysis
Decision analysis
- Relations analysis (hierarchy)

BLOCK C – LESSON 2: ORGANIZATION TYPES

2. Organization and components of an organization

(http://www.zainbooks.com/books/human-resource-management/human-resource-
management1_3_organization-and-components-of-organization.html)

2.1. How are Organizational Structures?

- Organizational structures can be tall, meaning that there are multiple tiers between the
entry-level workers and top managers of the company.
- They can also be flat, which means that there are very few levels between employees
and management.

2.2. … But schools are something different

o Formal Organizations: school.

§ Educational objectives externally limited (curriculum).
§ Explicit goals (PEC, NOFC…).
§ Pre stablished structures.

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 § Linked to Secondary Schools.
§ Compulsory education, officially acknowledged.
§ External revision.
§ Shared responsibilities.
§ Hierarchy.
§ Specialisation of members and units.
§ Divided work.

o NON formal Organizations: underground, go to the doctor (you learn things

different from school).
§ Wider educational objectives.
§ Goals can be shaped according to different needs.
§ Variable structures, no pre stablished ones.
§ Linked to secondary and tertiary socialization.
§ Not always bureaucratically acknowledged but socially.
§ External supervision.
§ Permanent education.
§ Literacy.
§ VOC and occupational education.
§ Free time education.
§ Socio cultural entertainment.
§ Environmental education.
§ SEN.
§ Sports education.
§ Artistic and cultural education.

o Informal Organizations: extra academic (out of school, recognition).

§ Spontaneous and continuous.
§ Not necessarily with a preestablished goal.
§ No structure.
§ Linked to primary socialization.
§ Living together with formal and non formal education.
§ It can even be opposed to a formal education.
§ How do they support these types of organisations?
• Creating places where to..
• Creating working groups
• Using ICT (Technology)
• Organising combined activities
• KNOWING HOW DO THEY WORK ALLOWS US TO TAKE PART

2.3. Who is sir Ken Robinson?

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Sir Ken Robinson (4 March 1950 – 21 August 2020) was a British author, speaker and
international advisor on education in the arts to government, non-profits, education and arts
bodies. He was director of the Arts in Schools Project (1985–1989) and Professor of Arts
Education at the University of Warwick (1989–2001), and Professor Emeritus after leaving the
university. In 2003 he was knighted for services to the arts.
Originally from a working class Liverpool family, around September 2001 Robinson moved to
Los Angeles with his wife and children to serve as Senior Advisor to the President of the J. Paul
Getty Trust.

Schools kills creativity Ken Robinson —>

https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?language=en

CMC: CENTRES DE MÀXIMA COMPLEXITAT

—> those places that are for children that do not have a stable life/parents/home…

INDIVIDUALS

—> objectives:
Analyse and think about the rules and regulations of the DoE.
Share knowledge.
Share thoughts about inclusion.
Synthesize (in groups) in a WRITTEN DOCUMENT the influence factors that have an
impact on the school rules and regulations.

—> PMOE Resolution EDU/2694/2021:

Strengthening the HCS’s (Highest Complexity Schools) of the Education Service of
Catalonia: compensatory action.
Strengthen the community dimension of educational action.
Reinforce students with SEN (Special Education Needs).
From THREE thematic seminars…

—> PUZZLE TECHNIQUE:

Groups of 5/6 people who will become experts in specific topics.
New expert groups on different topics: set up from one of the experts in each previous
group.

BLOCK C - LESSON 3: THE AUTONOMY OF THE INSTITUTIONS AND THEIR

IMPLICATIONS

3. Formalisation and Regulations Criteria.

External regulations à rules, regulations which are coming

from outside, because of the government regulations,
municipal regulations, we have to adapt yourself and activity.

Internal formalisation à internal rules as an organisation, as

teachers we have to work together with our colleagues.
Example: organigram (we know how the principal, responsible for each circle ...).

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 Autonomy à which is the opportunities that we have to do whatever we want, what
can I do and what I can’t do.

Prison à more external regulation and internal formalization à they have a lot of rules
that prisoners and staff have to follow.

Rural schools à they have to follow the same rules, they don’t need external
formalization. Despite having to follow external regulations, there is no high internal
formalization, as the same teacher performs many functions and assumes various roles.
Nor will we find a high degree of procedure or protocols.

CEIPS / IES à They must follow the external regulations (teachers, curriculum,
organization, etc ..) The older they are, the more internal formalization we find.

Non-formal education à “cau/esplai”.

→ we plan our year but we don’t have a lot of documents that we have to follow. We have to
follow some external rules too, for example how many children for each teacher.

- Private school → has less external regulation, they have more autonomy to organize
themselves.

- UAB → we have a lot of external regulation (we did PAU and PAP, something regulated by the
government), the taxes that we are paying... inside the UAB there are rules that we have to
follow...

3.1. The education centre as a subsystem

First, we are involved in a socioeconomic system that

we cannot change depending on global factors and
individual factors.
Secondly, political and administrative system→
related to who is in the government → they are
managing the educational system.

Political and administrative issues that affect the

schools. Professional that are working → they can do
activities that affect school.

Socio Familiar system → also de families have some objectives. (some families want to talk about
some topics at home and not at the school and vice versa) → PEC projecte educatiu de centre.

Individual objectives (related to the socio familiar objectives) → as teachers and school we have
to consider these objectives.

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 The Education System emerges as a subsystem of
the social system and seeks to give stable
satisfaction to the need to transmit current
cultural content and facts to new generations.
To understand the school from within, we need to
distance ourselves and understand that it is part of
a larger system.
One of the main features of the school is the open
system. Thanks to this, it is possible to interconnect influences with the environment around
you. Another feature is the functionality. The school must be in line with the demands of the
environment, it must meet its needs. The third and final feature is historicity. The school is a
historical reality, it has a history that it cannot ignore and that has shaped it over a period.
On the one hand, the school is reproductive of the social context, but it is also an instrument of
change, which is why it is important to know the environment that conditions its development.
The school is influenced by its immediate environment (reality of the area where it is located;
something has been seen in the first block of the subject) and its mediated environment
(political field and contemporary sociocultural reality; something is also 'has seen in the second
block of the subject).

3.2. Formalisation and regulation criteria

3.2.1. How can a school become more open and functional?

- Mixing students (padrins, madrines…) and including subjects about mental health.

Llibertat de catedra: freedom of every centre/teacher in which they decide how to teach the
compulsory curriculum.
Inspectors have to see if teachers do it properly.
Decree of rights of students: 2007
NOFC: Normas de Organización del Funcionamiento del Centro.
ETCP: Equipo Técnico de Organización Pedagógica.
NEAE: Necesidades Específicas de Apoyo Educativo.

3.3. Structure of a school

2 secretaries: administrative and academic. Academic à

who gives information, when they go to a reunion, they
have to write a minor (acts). Writes the truth and only the
truth.

Head of studies à does the schedule.

Headmaster à does a master after magister, preparing for
ruling a school.
Tutor à minimum call the families twice a year: a meeting
with all the parents and individually.

Watch video of structure:

https://www.youtube.com/watch?v=oIi9Kc1CIeM

3.4. Political and administrative context

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The Administration for Schools stablishes, supervises, and controls the laws in education. Its
relationship with the schools varies depending on the country and the owner of the schools.
- LEC: 2009.

• Public → education department

• Private → there’s an owner, single person or foundation → most of them are
foundations
• (SEMI) Public funded schools (concertada) → owner of the school is private person,
they receive money from the public organization

3.5. Regulation: The political-administrative context and relations with schools

The education administration establishes a relationship with the schools that will vary
depending on the country where it is located and its ownership.
The school moves in a specific political-administrative context and must comply with legislation
that the competent education administration will supervise and control.
The type of relationship established between the school and the Education Administration will
be different depending on whether the school is publicly or privately owned.
The ownership of the centre depends on the person who has the ultimate legal responsibility
before the Education Administration.

The Education Administration is understood to be the set of bodies dependent on the highest
political authority with educational competences that public body that has assumed full
competences in the regulation and administration of education in all its extension, levels and
degrees, modalities, and specialties.

In the case of public schools, the ownership is held by a local public entity (City Council),
provincial (Provincial Council), regional (Ministry or Department of Education of the
Autonomous Community) or state (Ministry of Education). There are also Spanish public centres
in foreign countries and foreign public centres in our country.

Ownership of private schools Among private schools, it is important to distinguish between

those with public funding (private centres) and those with full private funding (private centres).

The agreed schools have established agreements or subsidies for a certain period and contract
obligations with respect to the corresponding Education Administration to offer a public service,
but they are not a direct part of it.

“The signing of an agreement or concert is an administrative act between a centre and the
competent Public Administration, in accordance with its administrative policy, its budgets and
its school map to guarantee the fundamental right of education for the existing school
population in a territory” (Mestres, 50).

3.6. Autonomous educational centres vs dependant ones

3.6.1. Schools Autonomy:

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 Do not confuse centralization, deconcentration and
decentralization with institutional autonomy.
There are different levels of decentralization of education
depending on the degree of autonomy granted.

- Centralization: The degree of autonomy is minimal or non-existent when the central

administrations make decisions on the organization of education with uniform criteria
for all establishments.
- Deconcentration: If the central bodies continue to hold the responsibility, but there is a
transfer of actions or an administrative distribution of powers.
- Decentralization: empowering local or institutional bodies to decide on policymaking
and policymaking. It means that we have communities (autonomous community).

Pros
Ø Reinforces the democratic system
Ø Distresses the central power
Ø Facilitates the management of situations
Ø Resources used with more efficacy
Ø Acknowledges the cultural diversity
Ø Helps in the management of the social conflicts

Cons
- More difficulties to promote general changes
- Interests from local institutions
- Administrative overload at local level → we are going to need more people
- Harmful consequences in costs
- Not less, but more bureaucracy. (in Catalonia we have to send some
documents to the Spanish government)

Difference between decentralization and deconcentration:

- Decentralization à in each region (school) can decide what they want to do and each
region has their own harm.
- Deconcentration à all the regulations are made by the central government but we
have “sedes”, we have different offices around the country. One power different
harms.(like a octopus)

*In Spain we are more centralized, we have stages. (government, communities,etc.) Some
decisions are taken by Barcelona (departament d'educació).

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3.7. Educational Competences

Municipality: facilitates human services: janitors, cleaners (P.A.S: personal d’administració I

serveis).

*Home-schooling → not specific regulation, educating from school (illegal problem), the
inspectors are doing “la vista grosa”, if they see that children are learning they do not do
anything. They do regular inspections to see that children are learning.

TRICKY QUESTION: Who settles the school (the chairs, teachers…)? The State. Because the
building puts it the town hall, the other things the state.

3.8. Autonomy in Schools

- Centre autonomy is one of the key instruments for improving the quality of the
education system, as it provides opportunities to adapt to the particularities of each
centre and context and allows a better response to their needs.
- Autonomy does not mean that each of the schools does what they want, but it means
to set goals and levels to school with the necessary flexibility to achieve it with the
necessary support.
- The schools must consider the different alternatives to reach the best educational
quality possible for their students.
- Autonomous schools: They have the responsibility and obligation to define its
objectives and agree its organizational strategic plans.
- Dependent school: few autonomies because of the regulatory pressure of the
Educational Administration → We have to go by what the administration said.
- Vertical structure.
- The centre does not have a proper entity and it organizes in function of the general
approaches; a lot of times alienate the interests of each of the educative communities.

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3.9. Autonomy Types

n Pedagogical:

- How the students of the centre are grouped

- How time and subjects are organized (with the only limitation of the total hours for each
subject and educational stage marked by the curriculum decrees).
- Introduction of new subjects.
- Use of schools spaces.
- Tutorial action plan.
- Innovation projects, linked to the Educational Project.
- Some constraints to achieve it.
- Establish basic consensus with the participation of different sectors of the educational
community.
- Ability to reflect and analyse (individually and as a team) the pedagogical practice
- The ability for proper pedagogical coordination.
- The pedagogical leadership of the management teams.
- The stability of teaching staff.

n Organizational:
- Organizational and governance structure and coordination of the centre (Legislation:
required to have Director, Secretary, Head of Studies).
- Procedure for updating the educational project.
- Mechanisms for improving teamwork.
- Details on the participation of families.
- Promotion of school coexistence.
- Elements that are considered necessary for the operation.

n Economical Management:

- Capacity to have the economic resources and capacity to manage them according to
institutional objectives.

- The budget: Done by management team. Approved and monitored by the school board.

n Human Resources:

- Capacity of the school to hire professionals and organize them according to its
educational project.

- School principals may request additional requirements from teachers beyond the
appropriate degree.

- They should be able to select a part of the teaching staff of the school through a selection
committee.

- The principal should impose sanctions for minor offenses or propose the initiation of the
teacher’s sanction for serious offenses.

- Currently the Educational Dept. considers these professional profiles:

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 - Linguistics in a foreign language (English, French, Italian, German) (CLIL)

- Digital teaching competence

- Attention to the diversity of students

- Management of projects and services of initial professional training and / or

special education • Reading and school library

- Immersion and language support

- Visual and plastic education

- Methodologies with a globalized approach

- Constraints

- The balance between the assumption of the Educational Project and the freedom of
the chair.

- More bureaucracy because of accountability.

- Professionalization of management work.

- Professors don't feel public schools are something that belongs to them.

- Autonomy means more co-responsibility.

n Outside Relationships:

Ability of a centre to establish institutional relationships with nearby organizations in order to

establish synergies that support the established educational project.

• Occasional collaborations
• Share resources or use the resources of others
• Design joint projects
• Community participation

3.10. Autonomy of state schools

• 3 DECREES:
o Decret d’autonomia de centres 102/2010
o Decret de direccions 155/2010: have to direct it in the best way.
o Decret de plantilles 39/2014: you can jump the list when semi-private and
private could choose the teachers and they could do perform better the
“projecte educatiu del centre” but they will not be forever in that school.

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3.11. Autonomy and Leadership

¤ The autonomous management of the schools requires a leadership strong and well
trained, not only be watching the law but knowing how to apply it and finding ways to
broadly improve schools.
¤ Distributed leadership is the XXI C model clearly oriented to guarantee the implication
of teachers and the educational community for the best of their schools.

Different Education Systems: https://www.tv3.cat/30minuts/reportatges/1794/Notes-

deducacio

STUDY CHARACTERISTICS OF A VIRTUAL COMMUNITY:

(Zoom, tumblr, twitter, pinterest, drive, instagram, TikTok, gmail, classroom, blogger, YouTube,
vsco, twitch, stravia, snapchat, teams, be real).

YouTube: Main characteristics à Mix the visual with the spoken , It is not only a good resource
inside the classroom as it can be used for examples, music, entertainment or even films can
watch thanks to this platform. We also need to consider its use outside the classroom as here
you could find infinite videos of anything that hasn’t been cleared out in classroom, or for help
or remember things they cannot recall. But also as an interactive system, where they can make
videos and upload them in a private canal, such as scholar projects, dances, songs,
It could also be an evaluative method.

BLOCK C – LESSON 4: EDUCATIONAL INSTITUTIONS AND BEYOND

HOW TO SPEAK TO BE LISTENED BY OTHERS: https://www.youtube.com/watch?v=eIho2S0ZahI

(HAIL: HONESTY, AUTHENTICITY, INTEGRITY, LOVE)

Exercise of the good mood: think before going to bed 7 things that you did well on the day.

4. Educational institution

- An educational institution is a place where people of different age groups get an

education.
- Provide the learning space and the learning environment.
- Consisting of personnel, curriculum, and medium of instruction.
- The institutional contexts of schools play an important role in the explanation of
variation in effectiveness between school.
- Pupils and peers attending the same school (public or private) share a similar
institutional context.
- Individuals in the same institutional context exhibit more homogeneous behaviours,
attitudes, and opinions.

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 - The social climate in public and private schools affects pupils’ cognitive and social
functioning.

4.1. Key elements

- Centre-local relations with signs of a n increasing commitment to decentralization as a

guiding principle for developing school governance.
- School autonomy which is now increasingly regarded as the engine-room for school
improvement, especially in relation to sustaining it (THEREFORE = ACCOUNTABILITY)
- The celebration of community and school choice as a means of securing higher levels of
parental involvement.
- Teachers and parents should behave well with each other and the child will grow up.

4.2. Key characteristics of the full-time compulsory education includes:

The age that children start and end compulsory education.

- The time children spend in school in these countries.
- The class size and the content of the countries’ curriculum.
- The use of examinations and testing in the country’s education system.

4.3. Analysis of institutional contexts

Institutional contexts have to be analysed from the viewpoint of:

n The education funding policy.
n The governance of schools.
n The freedom of school choice within each country.

4.4. The opening of institutions to the environment

- Institutional environment refers to:

o Legal systems.
o Government governance.
o Economic and social environment.

The 18: Left for any institution

that wanted to make it by
themselves. (4: education -> 3
words: inclusion, equity, and
sustainability).

4.5. Main treats of a school opening institution.

- Strong and inclusive public education systems are essential to the short- and long-term
recovery of society and that there is an opportunity to leapfrog toward powered-up
schools.

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4.6. Communities that Help Learn. Systemic Approach.

- Transversal approach (of subjects and places).

- People involved (must be engaged, compromise and responsible).
- Creativity (imagination, inspiration, and mind novelties).
- Globality (global consciousness, growing together, common good, global effort).
- Compromise (duty, agreement, tight spot, engagement, commitment).
- Sustainability (endurable, sustainable energy resources, development, strategies,
smart).
- Equity (fairness, justice, equitability, lack of bias (prejudice), lack of discrimination, lack
of prejudice).

BLOCK C – LESSON 5: EDUCATIONAL INSTITUTIONS AND COMMUNITIES OF

LEARNING AND PRACTICE

5. Educational communities and social communities

Communities providing knowledge; instructive or informative.

5.1. Learning communities

Small group or cohort of students who share common academic goals and work
collaboratively in the classroom with one or more professors.

5.2.1. Key components:

- Clear and well-understood mission, vision and goals.

- Committed leadership, wide connections, and solid volunteer workforce.
- Purposeful and well-implemented curriculum, pedagogy and structure.
- Appropriate and ubiquitous assessment.

5.2.2. How to create a learning community:

- Start with learning.

- Embrace a collaborative culture.
- Decide together how things should run.
- Set smart goals.
- Consider bringing in outside help.
- Know that these things take time.

5.2.3. Professional Learning Communities:

- Professional learning within communities.

- Requires continuous improvement.
- Promotes collective responsibility.
- Supports alignment of individual, team, school, and school system goals.

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 - WORK: learning communities convene regularly and frequently during the workday to
engage in collaborative professional learning to strengthen their practice and increase
student results.
- PEOPLE: learning community members are accountable to one another to achieve the
shared goals of the school and school system and work and work in transparent,
authentic settings that support their improvement.

5.2.4. The school as a learning community:

- Engage in continuous improvement.

- Learning communities apply a cycle of continuous improvement to engage in inquiry,
action research, data analysis, planning, implementation, reflection, and evaluation.
- Characteristics of each application of the cycle of continuous improvements are:
- The use of data to determine student and educator learning needs.
- Identification of shared goals for students and educator learning.
- Professional learning to extend educators’ knowledge of content, content-specific
pedagogy, how students learn, and management of classroom environments.
- Application of the learning with local support at the work site.
- Selection and implementation of appropriate evidence-based strategies to achieve
student and educator learning goals.
- Use of evidence to monitor and refine implementation (observation, all the sensibility
that the teacher has to develop).
- Evaluation of results.

BLOCK C – LESSON 6: EDUCATIONAL INSTITUTIONS AND A SPACE FOR

INTERVENTION

6. The space for pedagogical intervention: components

6.1. Pedagogical knowledge

- Understanding of learning, human

development, professional ethics, motivational
techniques, cultural and individual differences,
instructional strategies, classroom management
and assessment strategies that have an impact on
the learner.

- In teaching, refers to the specialized knowledge

of teachers for creating effective teaching and
learning environments for all students.

6.2. Technological knowledge

- Describes teachers’ knowledge of, and ability to use, various technologies, technological
tools, and associated resources.
- Is knowledge of the existence and capabilities of various technologies that are used in
teaching and learning settings and knowing how teaching can transform when using

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 technologies. This is based on an understanding that a range of tools exists for a
particular task.

6.3. Content knowledge

- Refers to the body of information and skills that are relevant to a particular subject.
Pedagogy encompasses specific teaching approaches and strategies that support
student learning.

6.4. Organization of the intervention space

6.4.1. How do we create safe spaces for students to learn?

- Tips for creating safe spaces.

o Learn and pronounce students’ names correctly.
o Address challenging behaviour head on and use these as teachable moments.
o Use micro-affirmations.
o Establish ground rules for interaction with your students at the beginning of the
course.
o Write a diversity and inclusion statement for your syllabus.

6.4.2. What are microaggressions?

Sue et al. (2007) define microaggressions as: “are brief and commonplace daily
verbal, behavioural or environmental indignities, whether intentional or
unintentional, that communicate hostile, derogatory, or negative racial slights
and insults toward people of colour”.

Examples: inappropriate jokes, stereotyping, exclusion from groups and/or

being dismissed or ignored, not learning names, denial of racial reality.

Creating a safe space is important to students and their perception of how much they learn.
It affects students’ sense of belonging, which is associated with academic success and
motivation.

6.5. The pedagogical relationship in the field of intervention

6.5.1. The new pedagogical relationship

- The teacher’s new role is to “serve” learners: Teachers have become helpers, enabling
students to correct themselves through an interdependent relationship with the
students they serve.

6.5.2. Teachers should be guided by their learners

- When learners receive new information from their teachers, they work by trial and error
as they attempt to select the necessary elements from their memories to perform the
task at hand. During this phase, learners will make good and bad choices.
- These “missed” attempts are an essential part of the thinking process for both teachers
and learners since they are opportunities to work again on the new information either

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 through a different approach or by helping pupils to pinpoint other memory aides, which
will enable them to better retrieve the elements when needed in the future.
- Thus, even though teachers are the ones who set the learning tone by initially
introducing pupils to new information, it is the student’s cerebral reaction that will guide
future teacher choices and adjustments to overcome any difficulties that may arise.

6.5.3. Teachers should become active analysts

- An essential part of a teachers’ role is to

observe learners.
- Teacher must be constantly focused on their
students to decipher the way their brain’s
function.
- They gently stimulate the brains under their
guidance by constructing different challenges,
not with a focus on testing and thus grading, but
rather on creating a wide range of
opportunities that will arise from the pupils
“missed” attempts, enabling deeper thought on
individual brain function.
- Teachers will try to push the limits of their student’s rains to seek a reaction, which
through the need to reposition, will push students into a greater understanding of
themselves.
- Learners will try to become more aware of how their brains function at each moment.
By observing their own “missed” attempts or those of their classmates. Thanks to their
teacher’s finely tuned ear, they learn to master their brain operations. Ex. It’s by
mentally noting that a sound or word is missing in the target language, or that a
sentence simply does not sound right that pupils learn to observe themselves at work
and understand the choices their brains have made. Thus, learners observe themselves
simultaneously as they train in the target language to locate the brain process used as
opposed to redundantly repeating each other parrot fashion. During their linguistic
constructions pupils learn to consciously direct their brains in the desired direction and
hence, master the classification and retrieval of information.
- Moreover, the learner’s goal becomes the pursuit of self-understanding which the new
knowledge allows him to acquire, instead of simply the ingestion of that knowledge
which will often leave him mentally passive and push him to “switch off”.

6.5.4. Mistakes are essential and beneficial

- For both teachers and learners making mistakes should be a constructive and beneficial
practice.
- The more students and teachers are confronted with a panoply of “failed” retrievals,
which reflect a number of “failed” teacher transmission attempts, the more both will be
able to increase their experience and analytical capacities of the learning process,
strengthening their pedagogical relationship at the same time.
- They (teachers and students) learn to take responsibility to their actions during the
learning process by admitting their difficulties, their “failures” and their feelings to
facilitate a pertinent analysis of the brain under training.
- Given the system’s obsession with positive results, teachers in difficulty simply transfer
their own fears of being labelled “failures” by their colleagues or superiors to the next
available person, whose position lower down the hierarchical ladder facilitates their

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 designation as the cause of anything that may appear to make them look bad, such as
low students’ performances, disruptive behaviour, or poor attendance.
- If teachers take the opportunity to analyse the symptoms that manifest in their
classrooms to diagnosing the correct course of remedial action, they will visualize the
whole teaching process in a different light and will probably discover how to improve
from their own practice.
- So, pupils and teachers should constructively use errors and mistakes to mutually build
confidence not only in the learner’s brain capacity but also in the teacher’s skill at
facilitating the learning process.

John Dewey (October 20, 1859 – June 1, 1952) was an

American philosopher, psychologist, and educational
reformer whose ideas have been influential in education
and social reform. He was one of the most prominent
American scholars in the first half of the twentieth
century.

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