Tres bandas 36 by CAREI Aragón

CIFE de Teruel

tres A bandas SEPTIEMBRE 201 3 Nยบ. 36

Monogrรกfico Altas Capacidades

En este número A TRES BANDAS

Nº. 36 SEPTIEMBRE 2013

EDITA: Centro de Innovación y Formación Educativa (CIFE) de Teruel Consejo de Redacción: Mª José Garcés Lacasa Mª Dolores Gómez Fernández Gemma Rodrigo Cantín Coordinación de monográfico: Laura Soriano Gómez Mª José Garcés Lacasa Imagen de Portada: “Cogito” Técnica mixta Francisco Argilés Marín IES Pablo Serrano (Andorra) Maquetación: José Miguel Timoneda Serres

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EDITORIAL TEORÍA – PRÁCTICA • Inteligencia emocional y violencia escolar. Estudios empíricos y líneas de intervención educativa......................................................4 • ¿Por qué inwertir en Aprendizaje Cooperativo?.............................. 10 EXPERIENCIAS • Ecobuildings 4.0 ..............................................................................13 • El aprendizaje cooperativo: otra manera de entender la escuela ..........................................................................................18 • Las matemáticas y la prensa .......................................................... 22 • Proyecto socio-educativo Camino................................................... 25 • Ruta mudéjar por Teruel: una experiencia de colaboración y comunicación ..................................................................................29 OPINIÓN • Reflexiones en torno a la Ley de autoridad del profesorado de Aragón...........................................................................................32 RECURSOS DIDÁCTICOS • Selección de recursos didácticos ....................................................35 LECTURAS RECOMENDADAS • Evaluación comom ayuda al aprendizaje.........................................38 • Pisa como excusa. Repensar la evaluación para cambiar la enseñanza......................................................................................38 • Alumnos con altas capacidades y aprendizaje cooperativo. Un modelo de respuesta educativa....................................................39 MONOGRÁFICO: ALTAS CAPACIDADES.......................................40 ILUSTRES DESCONOCIDOS • Los primeros maestros de la Federación de Trabajadores de la Enseñanza de Teruel.................................................................73

I.S.S.N.: 1132-7979 El Consejo de redacción de la revista “A tres bandas” no se identifica necesariamente

Depósito Legal: TE-130-1996

con el contenido de los artículos en ella publicados.

La revista "A TRES BANDAS" del CIFE de Teruel, se concibe como un servicio al profesorado de nuestra provincia para facilitar la difusión de sus experiencias y reflexiones, así como para dar a conocer a la comunidad educativa información de su interés. NORMAS PARA LA PRESENTACIÓN DE COLABORACIONES. • Pueden ir dirigidas a cualquiera de las secciones de la revista: experiencias, teoría y práctica de la educación, opinión, creación literaria, portada, cartas, lecturas recomendadas, ilustres desconocidos turolenses, etc. • Los trabajos deberán presentarse en soporte informático en Word o en un procesador de textos Macintosh. El texto deberá ir seguido, sin maquetar, sin sangrados, justificaciones ni huecos. Si incorpora tablas o esquemas sólo debe aparecer el texto con el contenido de los mismos, sin distribuirlos en casillas ni trazar líneas. • La extensión máxima de las colaboraciones, presentadas como se indica en el párrafo anterior, no ha de superar 4 páginas en Din A-4 con un tamaño de 11 puntos. • Deberá entregarse, también, una copia impresa del trabajo, maquetado tal como el autor/a desee que quede al publicarlo, con los esquemas y cuadros completos e indicando dónde deben colocarse las ilustraciones. • Es necesario que todas las colaboraciones se acompañen de, al menos, dos dibujos o fotografías nítidos y bien contrastados, que no planteen, al publicarlos, problemas con los derechos de autor/a. • Los trabajos no publicados podrán incluirse en números siguientes de la revista, por lo que no se devolverán, salvo solicitud del autor/a.

CRITERIOS PARA LA SELECCIÓN DE COLABORACIONES. 1. Los autores deberán ser profesores/as o personas relacionadas con el ámbito educativo de la provincia. 2. Los trabajos tendrán que ser originales, de elaboración propia y no haber aparecido anteriormente en otra publicación de similares características. 3. Si es un trabajo teórico, además de la exposición original de ideas deben citarse las fuentes teóricas y bibliográficas en que se basa. 4. Si es una experiencia docente se valorará: • Una fundamentación teórica previa a la exposición de la experiencia. • Objetivos que se persiguen. • Actividades de enseñanza-aprendizaie para la consecución de los objetivos. • Orientaciones metodológicas y para la evaluación. • Valoración crítica y personal de los resultados. • Conviene que se incluyan referencias bibliográficas si se considera pertinente. 5. Se tendrá muy en cuenta el carácter innovador, así como su puesta en práctica previa en el aula, en el caso de que sea una experiencia docente. 6. Se primarán los trabajos elaborados por Seminarios, Grupos de Trabajo, Departamentos Didácticos, etc. 7. Se tendrá en cuenta la calidad de los originales en cuanto a estructuración y redacción. 8. El Consejo de Redacción intentará que la revista abarque la mayor variedad de temas y etapas educativas y que los trabajos sean de interés para el profesorado.

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BegoĂąa Lahoz Lapuente Directora Provincial de EducaciĂłn, Universidad, Cultura y Deporte de Teruel

A TRESโ BANDAS Nยบ. 36

SEPTIEMBRE 2013

INTELIGENCIA EMOCIONAL Y VIOLENCIA ESCOLAR /#$ "' #=/ ' #= = %/)#="/='%$/ /% ' %=/" )$' )

TEORร A - PRร CTICA

Mยช Josรฉ Garcรฉs Lacasa Asesora Educaciรณn Inclusiva. CPR Teruel Miembro del Grupo de investigaciรณn ERA

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La violencia directa o manifiesta: confrontaciรณn directa hacia otros con la intenciรณn de causar daรฑo (empujar, pegar, amenazar, insultar...). La violencia indirecta o relacional no implica una confrontaciรณn directa sino un acto que se dirige a provocar daรฑo en el cรญrculo de amistades de otra persona o bien en su percepciรณn de pertenencia a un grupo (exclusiรณn social, rechazo social, rumores...). Violencia reactiva: respuesta defensiva relacionada con problemas de impulsividad y autocontrol y con atribuciones hostiles al comportamiento de los demรกs. Violencia proactiva: anticipaciรณn de beneficios controlada por refuerzos externos. 5

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Regulaciรณn emocional. Es la habilidad para moderar o manejar las propias reacciones emocionales y las de los demรกs, ante situaciones intensas, ya sean positivas o negativas. Tambiรฉn se incluye la habilidad para sentir diferentes emociones mientras tomamos una decisiรณn. Este factor tiene que estar necesariamente precedido de una buena percepciรณn y comprensiรณn emocional. Se observa, por ejemplo, en aquellos alumnos que son capaces de llevar a cabo procesos equitativos de mediaciรณn ante situaciones conflictivas entre compaรฑeros. HFHI>DB 0CHGDHFGIFB HCB @FB EGACIDHIFB HCB !CGGC@ 2*:0B0F@CFHAGB IHIAGIFDB*:0B GFDH3EBHCB GFDHFD *:0B0C?GDHABHCB(9AF>DDB*:0B0ICGGFB,F@AFCGF CB*:0BHCB @=FGGFH5D;

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Fotografรญa ยฉ Josรฉ Sรกnchez.

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Atenciรณn emocional: soy capaz de sentir y expresar los sentimientos de forma adecuada. Claridad emocional: comprendo bien mis estados emocionales. Regulaciรณn emocional: soy capaz de regular los estados emocionales correctamente. 6

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Fotografรญa ยฉ Josรฉ Sรกnchez.

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Algunas lรญneas de intervenciรณn.

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โ No puedo decir con certeza si serรก mejor cuando sea diferente, pero puedo decir que es necesario que cambie si es que ha de mejorarโ G.C. Lichtenberg 7

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BIBLIOGRAFÍA: - ARGUÍS, R., BOLSAS, A.P., HERNÁNDEZ, S. y SALVADOR, M. (2010, 2012). Programa “Aulas felices”. Psicología positiva aplicada a la Educación. http://catedu.es/psicologiapositiva - CSIKSZENTMIHALYI, M. (1998). Aprender a fluir. Barcelona. Ed. Kairós S.A. - FERNÁNDEZ-BERROCAL y RUIZ, D. (2008). “La inteligencia emocional en la Educación.” Revista electrónica de investigación, 15, vol. 6 (2), 421-436. Consultado el 20 de marzo de 2013 en: http://emotional.intelligence.uma.es/documentos/pdf66school_context.pdf. - HENDERSON, N. y MILSTEIN, M. (2003). Resiliencia en la escuela. Buenos Aires, Paidós, - MUNIST, M., OJEDA, S., ÉLBIO, N. y GROTBERG, E. (2005). Resiliencia, escuela y violencia escolar. Buenos Aires: Aique. - SELIGMAN, M.E. (2003): La auténtica felicidad. México: Ediciones B. 9

A TRES BANDAS Nº. 36

SEPTIEMBRE 2013

¿POR QUÉ INWERTIR EN APRENDIZAJE COOPERATIVO? Joaquín Pérez Gracia, Fernando Ruíz Maza, Ana Isabel Antolín Herrero, Francisco Javier Pérez Sierra, Enrique Valencia Romeo y Esther Andreu Baquero

TEORÍA - PRÁCTICA

IES Valle del Guadalope

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BIBLIOGRAFร A: - ORDEN de 9 de mayo de 2007, del Departamento de Educaciรณn, Cultura y Deporte, por la que se aprueba el currรญculo de la Educaciรณn secundaria obligatoria y se autoriza su aplicaciรณn en los centros docentes de la Comunidad Autรณnoma de Aragรณn. - LEY ORGร NICA 10/2002, de 23 de diciembre, de CALIDAD DE LA EDUCACIร N (LOCE). (BOE Nรบm. 307, martes, 24 de diciembre de 2002) - PUJOLร S, P. Atenciรณn a la diversidad y aprendizaje cooperativo en la educaciรณn obligatoria, ed. Aljibe, Archidona, 2001. - PUJOLร S, P. Aprender juntos alumnos diferentes. Los equipos de apendizaje cooperativo en el aula, ed. Eumo, Barcelona, 2004. - PUJOLร S, P. 9 ideas clave. El aprendizaje cooperativo, ed. Graรณ, Barcelona, 2009. - ABAD, M. y BENITO, Mยช L. (coord.) Cรณmo enseรฑar junt@s a alumnos diferentes: Experiencias de atenciรณn a la diversidad para una escuela inclusiva, Gobierno de Aragรณn, Zaragoza, 2006. 12

A TRES BANDAS Nº. 36

SEPTIEMBRE 2013

ECOBUILDINGS 4.0 Ricardo Alonso Liarte, Pilar Latorre Sancho, Pedro M. Moreno Pérez, Isabel Pérez Pérez y Áurea Rodríguez Villanueva. IES Salvador Victoria

EXPERIENCIAS

& ##

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A TRESโ BANDAS Nยบ. 36

SEPTIEMBRE 2013

EL APRENDIZAJE COOPERATIVO: OTRA MANERA DE ENTENDER LA ESCUELA Esther Gaitรกn Prats y Mยช ร ngeles Roda Juan CEIP Emilio Dรญaz

EXPERIENCIAS

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Frente a un problema

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se determina una norma

Alguien impone su punto de escucharemos el punto de vista y los demรกs apenas vista de todos pueden opinar

y alguien se encarga de alguien se encarga de moderar la actividad

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B B B

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B B

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BIBLIOGRAFร A: ABAD,M.(2004) Cรณmo enseรฑar juntos a alumnos diferentes. Aprendizaje cooperativo. Egido Editorial PUJOLร S, P.(2004) Aprender juntos alumnos diferentes: Los equipos de aprendizaje cooperativo en el aula. Barcelona. Ediciones octaedro PARRILLA, A (2005) โ Educaciรณn inclusivaโ en Escuela Espaรฑola. Temรกticos escuela. 21

A TRESโ BANDAS Nยบ. 36

SEPTIEMBRE 2013

MATEMร TICAS Y LA PRENSA Mรณnica Costa Nebreda, Almudena Latre Rueda y Alejandro Marquina Montaรฑรฉs IES Pedro Laรญn Entralgo โ Comprender las cosas que nos rodean es la mejor preparaciรณn para comprender las cosas que hay mรกs allรกโ Hipatรญa de Alejandrรญa

EXPERIENCIAS

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A TRESโ BANDAS Nยบ. 36

SEPTIEMBRE 2013

RUTA MUDร JAR POR TERUEL #L1 &1 -1 /-#L(1L/ "# #/- L L/ -/#/- Carmen Soguero Pamplona IES Valle del Jiloca Ricardo Alonso Liarte IES Salvador Victoria

EXPERIENCIAS

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Propuesta didรกctica: https://sites.google.com/site/unpracticobaul/todo-en-uno-en-la-nube Web resultante del trabajo: https://sites.google.com/site/mudejarteruel/home

REFLEXIONES EN TORNO A LA LEY DE AUTORIDAD DEL PROFESORADO DE ARAGร N Pablo Lorente Muรฑoz Profesor de Lengua Castellana y Literatura Ilustraciรณn: Fรฉlix Laureiro Profesor de Artes Plรกsticas IES Bajo Aragรณn

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Citado de: Espot, Mยช R. (2006): La autoridad del profesor. Quรฉ es la autoridad y cรณmo se adquiere, Wolters Kluwer, Barcelona, p. 16 32

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Tomo este tรฉrmino del filรณsofo Lypovetsky, Los tiempos hipermodernos,Anagrama, Barcelona, 2006 . El filรณsofo llama a nuestra era con ese nombre, refiriรฉndose asรญ a fenรณmenos como el hedonismo, la bรบsqueda del placer inmediato y la consiguiente frustraciรณn. 3 LEY 8/2012, de 13 de diciembre, de autoridad del profesorado en la Comunidad Autรณnoma de Aragรณn, BOA 31/12/2012. En formato digital: http://www.boa.aragon.es/cgi-bin/EBOA/BRSCGI?CMD=VEROBJ&MLKOB=712484314040 4 http://www.aragondigital.es/noticia.asp?notid=85302 5 http://www.anpe.es/Html/html/defensor_profesor/pdf/INFORME%20DEL%20DEFENSOR%20DEL%20PROFESOR_08 .pdf 33

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http://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf http://www.anpe-madrid.com/pdf/Folleto%20Derechos.pdf 34

A TRESโ BANDAS Nยบ. 36

SEPTIEMBRE 2013

SELECCIร Nโ DEโ RECURSOS DIDร CTICOS

RECURSOS DIDร CTICOS

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JUGANDO CONâ&#x20AC;&#x2C6;NUMBLES. AUTORES: BelĂŠn BuendĂa Andreu y Noelia MuĂąoz Camacho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

+COMPETENTES+FELICES. AUTOR: MartĂn Pinos QuĂlez. MartĂnPinos QuĂlez, asesor en el CPR Juan de Lanuza de Zaragoza y autor del premiado Proyecto AlegrĂa, ha creado una nueva web (http://competentes-felices.webnode.es/) sobre el tratamiento de las competencias bĂĄsicas por los educadores, con recursos, textos y ejemplos sencillos en el contexto de las posibilidades que nos ofrece la web 2.0. En esta web, absolutamente recomendable, podrĂĄs encontrar informaciĂłn, herramientas y ejemplificaciones que te permitirĂĄn profundizar en la programaciĂłn, metodologĂas, tareas o evaluaciĂłn por competencias bĂĄsicas. QuizĂĄs lo mĂĄs destacado sea la gran cantidad de recursos que se ponen a disposiciĂłn del docente de forma gratuita y muy visual, reflejo de un intenso trabajo de bĂşsqueda, clasificaciĂłn y presentaciĂłn de informaciĂłn por parte del autor. QuiĂŠn entre en esta web podrĂĄ ver o descargarse numerosas presentaciones, videos o enlaces a otras webs punteras en el tratamiento de las competencias bĂĄsicas.

MATEX. AUTOR: Francisco Javier GonzĂĄlez Ortiz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

(http://iesastillero.no-ip.info/matex1eso/)

A TRES BANDAS Nº. 36

SEPTIEMBRE 2013

LECTURAS RECOMENDADAS EVALUACIÓN COMO AYUDA AL APRENDIZAJE Editorial Grao. Barcelona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

PISA COMO EXCUSA Editorial Grao. Barcelona.

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ALTAS CAPACIDADES Alumnos con altas capacidades en Corea del Sur.......................... 41 José Luis Castán Esteban Alumnos con altas capacidades y aprendizaje cooperativo.......... 47 Paloma Moruno Torres Evolución del concepto de inteligencia. Altas capacidades intelectuales ............................................................................................. 52 Coral Elizondo Carmona Características del alumnado con altas capacidades intelectuales 57 Coral Elizondo Carmona Una experiencia didáctica en educación infantil con alumnos de educación primaria ejerciendo como profesores de ciencias ...... 60 Arantxa García Mangas y Adrián Ponz Miranda El programa de desarrollo de capacidades en el CEIP Ensanche de Teruel ............................................................................................. 64 Andrés Arjona Vicente ¿Estamos preparados para dar la respuesta que necesita el alumnado de altas capacidades? ............................................................. 69 Pilar Loma Bielsa

ALUMNOS CON ALTAS CAPACIDADES EN COREA DEL SUR Jos茅 Luis Cast谩n Esteban Inspector de Educaci贸n

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Tabla 2: Niveles de rendimiento en comprensi贸n lectora. PISA 2009 41

Tabla 3: Niveles de rendimiento en competencia matemรกtica. PISA 2009 NTY ZDPRKTYMZY9RHT1SNTYMZY9MJLTLPBQY7SIHTF OTMTYMZYNTY& 9% ?

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Marรญa Josรฉ Garcรญa Ruiz, y Carmen Arachavaleta Pintรณ; โ ยฟCuรกles son las razones subyacentes al รฉxito educativo de Corea del Sur?โ , Revista Espaรฑola de Educaciรณn Comparada, nรบm. 18, 2011, pp. 203-224.. 42

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Tabla 4: Relaci贸n entre la puntuaci贸n media y el nivel socioecon贸mico. PISA 2009 44

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2TY@TIPNPTYLSOZTQTYZRY;ZO<O>JPLTYEYKPZQZYJQT LNTOTYMPDPRPBQYMZYOSNZRYZQKOZY=SIAOZRYEYIJ;ZF OZR?Y 2SRY =SIAOZRY KPZQMZQY TY KOTAT;TOY NTOCTR =SOTRY@JZOTYMZNY=SCTOGYEYZNYOSNYMZYNTYIJ;ZOYPQF LNJEZY KTOZTRY DPQLJNTMTRY LSQY ZNY KOTAT;SY ZQY ZN =SCTOGYZMJLTLPBQYMZYNSRY=P;SRGYTNCJQTYTLKPDPMTM ZLSQBIPLTY MSI6RKPLTY EGY MZY @SOITY IJEY OZNZF DTQKZGYNTYOZHOSMJLLPBQYMZNYZRKTKJRY@TIPNPTOGYZQF KZQMPMSY LSISY HOZRKPCPSY JY =SQSOY @TIPNPTO?Y 2T ITMOZY LSOZTQTY KPZQZY COTQY HSMZOY RSAOZY NSR =P;SRGYEGYTYKOTD6RYMZNYIPRISGYRZYTRZCJOTYMZY>JZ RJRY=P;SRYKZQCTQY6:PKSYZQYNTYZMJLTLPBQGYETY>JZ ZNYZRKTKJRGYQSYRBNSYMZYNSRY=P;SRGYRPQSYMZYKSMTYNT N8QZTY@TIPNPTOGYMZHZQMZYMZNY6:PKSYZMJLTKPDSYMZ NSRY=P;SR?Y.SMSYZNNSYCZQZOTYJQTYLSQLPZQLPTYZQ NSRYTNJIQSRYMZYCOTQYOZRHSQRTAPNPMTMYZQYRJYKOTF AT;SYMJOSYZQYZMJLTLPBQYEYZQYRJY6:PKSYTLTM6F IPLS?

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9NY PQPRKZOPSYMZY9MJLTLPBQYLSOZTQSYMZRTOOSF NNBY MZRMZY !// Y JQTY OZ@SOITY TNY RPRKZITY MSF

Tabla 5: Evoluciรณn de los resultados de PISA en compresiรณn lectora de 2000 a 2009

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

F 2TYRSLPZMTMYMZY7SOZTYMZNY5JOYDTNSOTYNT ZMJLTLPBQYLSISYJQYHOPQLPHPSY@JQMTIZQKTNYMZ RJYMZRTOOSNNSYLSISYHT8RGY>JZYHOSLZMZYMZNYNZF CTMSYMZYNTY6KPLTYLSQ@JLPTQTGYEY>JZYRZY=TYOZDZF NTMSY LOJLPTNY ZQY ZNY LZNSY MZY NSRY ZRKJMPTQKZRY MZ ZRKZYHT8RYHSOYRJRYZRKJMPSR F 2TYRSLPZMTMYMZY7SOZTYMZNY5JOYHSRZZYJQT ZRKOJLKJOTY @TIPNPTOY LJESRY OTRCSRGY HO<LKPLTRY E TKOPAJKSRYLSQ@JLPTQSRYMZY HPZMTMY@PNPTN YRZY=TQ OZDZNTMSYMZYCOTQYZ@PLTLPTYZQYZNY6:PKSYZRLSNTOYMZ NSRYTNJIQSRYEYZQYZNYMZRMZ1TANZYHSOLZQKT;ZYMZ @OTLTRSYZRLSNTOY>JZYOZDZNTYZRKZYRPRKZITYZMJLTF KPDS?

54/.4)(,1/.2, -Y HZRTOY MZY Y NTY TIHNPTY PIHNTQKTLPBQY MZY NTR .37GYZNYRPRKZITYZMJLTKPDSYLSOZTQSYZRYIJEYKOTF MPLPSQTNYZQYRJYLSQLZHLPBQ'YTJKSOPMTMYMZNYHOSF @ZRSOGYNTOCTRY=SOTRYMZYZRKJMPSGYIZISOP4TLPBQYE Z:<IZQZRYLSQRKTQKZRYEYRZCOZCTMSOZR?Y5PQYZIF ATOCSGY ZRKSRY ZNZIZQKSRY RZY =TQY OZDZNTMSY MZ COTQYZ@PLTLPTYZQYZRKZYRPRKZITYZMJLTKPDSGYLSQF KOTMPLPZQMSY DPRPSQZRY >JZY HOSHSQZQY >JZY RBNS HJZMZQYKZQZOY6:PKSYNSRYRSIZKPMSRYTYPQQSDTLPBQ

F 2TYTNKTYZRKPITYEYCOTQYOZRHZKSYMZYNTYRSF LPZMTMY LSOZTQTY HSOY NSRY MSLZQKZRGY LOZTQY JQ LNPITYMZYSOMZQYEYKOTAT;SYZQYNTRYTJNTRYMZYNTRYZRF LJZNTRYMZY7SOZTYMZNY5JOYEYCZQZOTQYJQYTNKSY6:PKS ZRLSNTOYZQYNSRYTNJIQSR?

BIBLIOGRAFร A: BELL, D. y HAHM, C. (Eds.) (2003): Confucianism for the modern world (Cambridge, Cambridge University Press). GARCIA RUIZ, M.J. y ARACHAVALETA PINTร , C. (2011): ยฟCuรกles son las razones subyacentes al รฉxito educativo de Corea del Sur?, Revista Espaรฑola de Educaciรณn Comparada, 18, pp. 203224. KIM, T. (2009): Confucianism, Modernities and Knowledge: China, South Korea and Japan, in R. Cowen and A. M. Kazamias (eds.), International Handbook of Comparative Education, pp. 857-872 (London, Springer). OECD (2010a): What Students Know and Can Do: Student Performance in Reading, Mathematics and Science. Vol.1. (Paris, OECD). OECD (2010b): PISA 2009 Results: Overcoming Social Background โ Equity in Learning Opportunities and Outcomes (Volume II) (Paris, OECD). SORENSEN, C. W. (1994): Success and Education in South Korea, Comparative Education Review, 38, 1. 46

ALUMNOS CON ALTAS CAPACIDADES Y APRENDIZAJE COOPERATIVO Paloma Moruno Torres Responsable de Innovaciรณn y Formaciรณn en GSD. Miembro del Equipo de Inclusiรณn y Mejora educativa: Convivencia y Aprendizaje Cooperativo.- IMECA .Universidad Alcalรก de Henares

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REFERENCIAS: MORUNO, P; SÁNCHEZ, M.; ZARIQUIEY, F. El aprendizaje cooperativo como herramienta de diferenciación curricular: la cultura de la cooperación. (Extracto del cap. 6). Alumnos con altas capacidades y aprendizaje cooperativo. Un modelo de respuesta educativa. Juan Carlos Torrego (coord.). Puedes descargarlo on line en: http://www.fundacionpryconsa.es/pdf/Altas_capacidades_y_aprendizaje_cooperativo.pdf 51

EVOLUCIÓN DEL CONCEPTO DE INTELIGENCIA. ALTAS CAPACIDADES INTELECTUALES Coral Elizondo Carmona Directora del CAREI

"La inteligencia es la capacidad para resolver problemas de la vida, generar nuevos problemas para resolver, elaborar productos, ofrecer un servicio de valor en un contexto comunitario o cultural" Dr. Howard Gardner

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El potencial indica el nivel esperado de desarrollo, dado un rendimiento o una determinada puntuaciรณn en los tests. El tรฉrmino sugiere capacidades que van a ser desarrolladas en oposiciรณn a las capacidades que ya han sido plenamente realizadas. (Tourรณn, Peralta, & Repรกraz, 1998, pรกg. 20) 55

BIBLIOGRAFÍA: CASTELLÓ, A., & MARTÍNEZ, M. (15). Alumnat excepcionalment dotat intellectualment. Documents d'Educació Especial. Consejo Superior de Expertos en Altas Capacidades. (s.f.). Recuperado el Febrero de 2013, de http://cse.altas-capacidades.net/ GARDNER, H. (2001). Estructuras de la Mente. Colombia. Fondo de Cultura. TORREGO, J. (2011). Alumnos con altas capacidades y aprendizaje cooperativo. Un modelo de respuesta educativa. Madrid. SM. TOURÓN, J., PERALTA, F., & REPÁRAZ, C. (1998). La superdotación intelectual: modelos, identificación y estrategias educativas. Pamplona. EUNSA. 56

CARACTERร STICAS DEL ALUMNADO CON ALTAS CAPACIDADES INTELECTUALES Coral Elizondo Carmona Directora del CAREI Porque el talento que no se cultiva se pierde Javier Tourรณn

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Mitos

Realidad

Los superdotados son débiles físicamente, socialmente ineptos, de intereses estrechos, inestables emocionalmente.

A pesar de la amplia variabilidad individual, tienden a tener una salud excepcional, son socialmente atractivos y responsables moralmente.

Los superdotados son “superhombres”

No son “superhombres”; tienen habilidades excepcionales en algunas áreas, pero también carencias.

Los niños se aburren en la escuela, tiene una conducta oposicionista hacia los responsables de su educación.

Generalmente, les gusta la escuela y se adaptan bien a los profesores y compañeros.

Entre el 3 y el 5 % de la población es superdotada.

El porcentaje depende de la definición adoptada. Algunas incluyen entre el 1-2 % y otras sobre el 15-20 %.

La superdotación es un rasgo estable y se evidencia de forma constante a lo largo de la vida.

Algunos superdotados desarrollan muy pronto su capacidad, estable durante toda la vida, otros no son detectados hasta la adultez. Ocasionalmente, un niño que muestra una capacidad alta, se convierte en un alumno normal.

El superdotado todo lo hace bien.

Algunos actualizan habilidades superiores en todas las áreas, otros la aplican sólo a una.

Un superdotado es aquel que puntúa alto en los test de inteligencia.

El CI es sólo uno de los indicadores de la superdotación. La creatividad y la implicación en la tarea son indicadores tan importantes como la inteligencia general. Algunos tipos de superdotación y de talento no son evaluados sólo mediante test de inteligencia.

El estudiante superdotado tiene éxito sin tención especial. Los estudiantes realmente superdotados sólo necesitan los incentivos y la educación apropiada para los niños “normales”.

Algunos superdotados pueden tener éxito notable sin ningún tipo de atención especial y frente a distintos obstáculos importantes. Pero la mayoría no logra desarrollar su potencial con la educación “normal”

Cuadro 1 Estereotipos de la superdotación (Hallahan y Kauffman, 1994), fuente Acereda, (2005)

BIBLIOGRAFÍA: MARTÍN, P. (2004). Niños inteligentes. Madrid. Palabra. TOURÓN, J., PERALTA, F., & REPÁRAZ, C. (1998). La superdotación intelectual: modelos, identificación y estrategias educativas. Pamplona. EUNSA 59

UNA EXPERIENCIA DIDร CTICA EN EDUCACIร N INFANTIL CON ALUMNOS DE EDUCACIร N PRIMARIA EJERCIENDO COMO PROFESORES DE CIENCIAS Arantxa Garcรญa Mangas Maestra Aula de Desarrollo de Capacidades CEIP Emilio Dรญaz Adriรกn Ponz Miranda Facultad de Ciencias Sociales y Humanas Universidad de Zaragoza

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Agradecimientos A las maestras de Educación Infantil del CEIP “Emilio Díaz” por su colaboración en el desarrollo de esta experiencia. Una parte de este estudio ha sido posible gracias al Proyecto 2011/B001 concedido por la Fundación Universitaria “Antonio Gargallo”. Se ha diseñado y trabajado dentro del Grupo Consolidado de Investigación Aplicada “Beagle” (BOA, 9/5/2008), financiado por el Dpto. de Ciencia, Tecnología y Universidad del Gobierno de Aragón y el Fondo Social Europeo, al que A. Ponz pertenece.

BIBLIOGRAFÍA: CRUJEIRAS, B. y JIMÉNEZ ALEIXANDRE M.P. (2012). Participar en las prácticas científicas. Aprender sobre la ciencia diseñando un experimento sobre pastas de dientes. Alambique, Didáctica de las Ciencias Experimentales, 72, 12-19. GARCÍA, A. (2012). Blog del Aula de Desarrollo de Capacidades del CEIP Emilio Díaz. En http://adcemiliodiaz.blogspot.com.es. GARCÍA-CARMONA, A. (2012). Cómo enseñar Naturaleza de la Ciencia (NDC) a través de experiencias escolares de investigación científica. Alambique, Didáctica de las Ciencias Experimentales, 72, 55-63. GIL QUÍLEZ, M. J.; MARTÍNEZ PEÑA, M. B.; DE LA GÁNDARA GÓMEZ, M.; CALVO HERNÁNDEZ, J. M. y CORTÉS GRACIA A. (2008). De la universidad a la escuela: no es fácil la indagación científica. Revista Interuniversitaria de Formación del Profesorado, 63, 81-100. En http://www.aufop.com/aufop/uploaded_files/articulos/1229020136.pdf GISBERT, J.M. (2011). Las jornadas científicas. Una experiencia interactiva ESO-Infantil. Aula de Infantil, 61, 29-32. GOLOMBEK, D.A. (2008). Aprender y enseñar ciencias: del laboratorio al aula y viceversa. VI Foro Latinoamericano de Educación: aprender y enseñar ciencias. Desafíos, estrategias y oportunidades. Buenos Aires: Fundación Santillana. GÓMEZ, M.A.; MARTÍN-DÍAZ, M.J y GUTIERREZ M. (2012). El papel de la imaginación y la creatividad en la construcción del conocimiento científico. Ejemplos y actividades para el aula. Alambique, Didáctica de las Ciencias Experimentales, 72, 20-27. Resolución de 29 de octubre de 2007, de la Dirección General de Política Educativa del Departamento de Educación, Cultura y Deporte, por la que se autoriza la aplicación con carácter experimental del Programa de Desarrollo de Capacidades y se dictan instrucciones para su desarrollo en centros públicos de Educación Infantil y Primaria de la Comunidad Autónoma de Aragón. En http://www.educaragon.org/files/RESOL_CAPACIDADES_29102007.pdf PONZ, A.; GARCÍA, A. y ARJONA A. (2012). Una experiencia de enseñanza de las ciencias en las Aulas de Desarrollo de Capacidades de la provincia de Teruel. En J.M. Domínguez Castiñeiras (Ed.), XXV Encuentro de Didáctica de las Ciencias Experimentales (pp. 1251-1256). Santiago de Compostela: USC/APICE. REFOLIO, M.C.; GÓMEZ, M.J.; MORENO, E.; CEJUDO, S.; LÓPEZ, J.M. y J.M. LÓPEZ (2009). Óptica para maestros: una aproximación del modelo de rayos para el aula de educación infantil y primaria. Madrid: Comunidad de Madrid, Dirección General de Mejora de la Calidad de la Enseñanza. RUIZ, J. (2010). Maqueta de un volcán, un proyecto didáctico escolar, para química, geología y tecnología con alumnos de 2º ESO. Revista Digital Innovación y Experiencias Educativas, 31, en http://www.csicsif.es/andalucia/modules/mod_ense/revista/pdf/Numero_31/JAVIER_RUIZ_1.pdf. SAMPEDRO, C.; JIMÉNEZ, J.d.D. y DE LA RUBIA G. (2012). Experimenta, que algo queda. Actividades EXAO para entender qué es la ciencia. Alambique, Didáctica de las Ciencias Experimentales, 72, 37-46.

EL PROGRAMA DE DESARROLLO DE CAPACIDADES EN EL CEIP ENSANCHE DE TERUEL Andrés Arjona Vicente Responsable del programa Desarrollo de Capacidades CEIP Ensanche. Teruel

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BIBLIOGRAFร A: Sร NCHEZโ MANZANO, E. La superdotaciรณn intelectual. Ed.: Aljibe. Madrid, 2009. Universidad Complutense de Madrid. Facultad de Educaciรณn. Tesis Doctoral: El alumno superdotado y sus problemas de aprendizaje: validaciรณn del OEQ-II como prueba de diagnรณstico. Raquel Pardo de Santayana Sanz. Madrid, 2002. Universidad de Barcelona. Facultad de psicologรญa. Conferencia del profesor Josep de Mirandรฉs i Grabolosa: La teorรญa de Joseph Renzulli, en el fundamento del nuevo paradigma de la superdotaciรณn. Barcelona, 2001. TORREGO SEIJO, J.C. y otros. Alumnos con altas capacidades y aprendizaje cooperativo. Ed.: SM. Madrid, 2011. Centro Nacional de Recursos para la Educaciรณn Especial: Documentos del M.E.C.: Educaciรณn de Alumnos Superdotados. Madrid, 1991. FERNร NDEZ ROSADO, M. Niรฑos superdotados. La alta capacidad como asignatura pendiente. Universidad de Mรกlaga. Facultad de Ciencias de la Educaciรณn. Revista Gibralfaro nยบ 66. Marzo-abril 2010. MARร N Gร LVEZ, J. y GONZร LEZ G. Alumnos precoces, superdotados y de altas capacidades. M.E.C. Secretarรญa General Tรฉcnica. Centro de Investigaciรณn y Documentaciรณn Educativa. Madrid, 2000. ALBES, C.y otros. Orientaciones educativas. Alumnado con altas capacidades. Departamento de Educaciรณn del Gobierno Vasco. Vitoria-Gasteiz, 2013 72

Los primeros maestros de la Federaciรณn de Trabajadores de la Enseรฑanza de Teruel (FETE)

ILUSTRES DESCONOCIDOS TUROLENSES

Ricardo Serafรญn Aldecoa. Historiador Profesor IES Vega del Turia

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BIBLIOGRAFร A: La Asociaciรณn. ร rgano de la Asociaciรณn General de Maestros de Teruel (1913-1935) ยกAdelante! ร rgano de la UGT y del PSOE turolenses (1930-1934) JUAN, Vรญctor M. y otros. Asociaciรณn y sindicalismo en la enseรฑanza en Aragรณn (1900-1939): La FETE. Fundaciรณn Aladrรฉn. Zaragoza 2005 ALDECOA CALVO, J. Serafรญn. Los orรญgenes de las organizaciones obreras socialistas (UGT y PSOE) en la ciudad de Teruel (1900-1931). F. Aladrรฉn. Zaragoza 2010 74

CENTRO DE INNOVACIÓN Y FORMACIÓN EDUCATIVA Ciudad Escolar, s/n. 44003 TERUEL

Departamento de Educación, Universidad,Cultura y Deporte