{"id":11306,"date":"2026-02-24T13:08:28","date_gmt":"2026-02-24T12:08:28","guid":{"rendered":"https:\/\/agora.xtec.cat\/ieangeldetobies\/?p=11306"},"modified":"2026-02-24T13:08:29","modified_gmt":"2026-02-24T12:08:29","slug":"diari-de-mobilitat-dia-2-explorant-lescola-a-bremen","status":"publish","type":"post","link":"https:\/\/agora.xtec.cat\/ieangeldetobies\/general\/diari-de-mobilitat-dia-2-explorant-lescola-a-bremen\/","title":{"rendered":"Diari de mobilitat: Dia 2- Explorant l\u2019escola a Bremen"},"content":{"rendered":"\n
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Today we started the day by attending an elective class called \u201cEurope\u201d in Year 8. The subject addresses movement in Europe (migrations and travel) as well as cultural aspects such as traditions, gastronomy and art. We are surprised that, despite being an elective, there are 30 students in the classroom. In principle, the school\u2019s ratios are a maximum of 27 students per class, but in electives there are sometimes more students (up to approximately 33).<\/strong><\/p>\n\n\n\n

Avui hem comen\u00e7at el dia assistint a una classe d\u2019optativa anomenada \u201cEurope\u201d<\/em> a Year 8. L\u2019assignatura aborda el moviment a Europa (migracions i viatges) aix\u00ed com aspectes culturals com tradicions, gastronomia i art. Ens sorpr\u00e8n que, tot i ser una optativa, hi hagi 30 alumnes a l\u2019aula. En principi les r\u00e0tios de l\u2019escola son d\u2019un m\u00e0xim de 27 alumnes per classe, per\u00f2 a les optatives a vegades hi ha m\u00e9s estudiants (fins a 33 aproximadament). <\/mark><\/p>\n\n\n\n

Hoy hemos empezado el d\u00eda asistiendo a una clase optativa llamada \u201cEuropa\u201d al a\u00f1o 8. La asignatura aborda el movimiento dentro de Europa (migraciones y viajes) as\u00ed como aspectos culturales como tradiciones, gastronom\u00eda y arte. Nos sorprende que, a pesar de ser una optativa, hay 30 alumnos en el aula. En principio las ratios de la escuela son de un m\u00e1ximo de 27 alumnos por clase, pero en las optativas a veces hay m\u00e1s estudiantes (hasta 33 aproximadamente).<\/p>\n\n\n\n

Returning to the content of the first class, homework, the students created a map of Europe with artificial intelligence representing the different countries according to their vision and, today, they shared it in the classroom. During the presentations, the students have been sharing their images with the teacher via AirDrop so that he could project them on the digital whiteboard. This allowed them to do it without getting up, in an atmosphere of silence and with high participation.<\/strong><\/p>\n\n\n\n

Tornant al contingut de la primera classe, de deures, l\u2019alumnat va crear un mapa d\u2019Europa amb intel\u00b7lig\u00e8ncia artificial representant els diferents pa\u00efsos segons la seva visi\u00f3 i, avui l\u2019han posat en com\u00fa a l\u2019aula. Durant les presentacions els estudiants han estat compartint per AirDrop les seves imatges al professor perqu\u00e8 les pogu\u00e9s projectar a la pissarra digital. Aquest fet feia que ho poguessin fer sense aixecar-se, en un ambient de silenci i amb una alta participaci\u00f3.<\/mark><\/p>\n\n\n\n

Volviendo al contenido de la primera clase, de deberes, el alumnado cre\u00f3 un mapa de Europa con IA representando los diferentes pa\u00edses seg\u00fan su visi\u00f3n y, hoy lo han puesto en com\u00fan en el aula. Durante las presentaciones los estudiantes han estado compartiendo por AirDrop sus im\u00e1genes al profesor para que las pudiera proyectar en la pizarra digital. Esto hac\u00eda que lo pudieran hacer sin levantarse, en un ambiente de silencio y con una alta participaci\u00f3n.<\/p>\n\n\n\n

Another curious feature that has caught our attention is that participation counts for at least 50% of the grade, which explains the constant involvement of a large part of the students. It should be noted that these evaluation percentages negatively affect, for example, the results of shy students.<\/strong><\/p>\n\n\n\n

Un altre tret curi\u00f3s que ens ha cridat l\u2019atenci\u00f3 \u00e9s que la participaci\u00f3 compta almenys un 50% de la nota, fet que explica la implicaci\u00f3 constant de gran part de l\u2019alumnat. Cal destacar que aquests percentatges d\u2019avaluaci\u00f3 afecten negativament, per exemple, als resultats dels estudiants t\u00edmids.<\/mark><\/p>\n\n\n\n

Otro dato curioso que nos ha llamado la atenci\u00f3n es que la participaci\u00f3n eval\u00faa m\u00ednimo un 50% de la nota, lo que explica la implicaci\u00f3n constante de gran parte del alumnado. Hay que destacar que estos porcentajes de evaluaci\u00f3n afectan negativamente, por ejemplo, a los resultados de los estudiantes t\u00edmidos.<\/p>\n\n\n\n

Regarding diversity in the classroom, we are told that students with learning difficulties usually attend special education centers. Even so, some adaptations are made to assignments or exams when necessary. These adaptations do not change the content, but rather consist of adapting the tools and resources (more time, using dictionaries, more flexible assessment criteria, among others).<\/strong><\/p>\n\n\n\n

Pel que fa a la diversitat a les aules, no en tenen gaire, perqu\u00e8 l\u2019alumnat amb dificultats d\u2019aprenentatge acostuma a anar a centres d\u2019educaci\u00f3 especial. Tot i aix\u00f2, es fan algunes adaptacions de les feines o ex\u00e0mens en cas necessari. Aquestes les fan sense modificar el contingut, aix\u00ed doncs, consisteixen a adaptar les eines i els recursos (m\u00e9s temps, utilitzar diccionaris, criteris d\u2019avaluaci\u00f3 m\u00e9s flexibles, entre d\u2019altres).<\/mark><\/p>\n\n\n\n

En cuanto a la diversidad en las aulas, nos explican que el alumnado con dificultades de aprendizaje acostumbra a ir a centros de educaci\u00f3n especial. Aun as\u00ed, se hacen algunas adaptaciones de los trabajos o ex\u00e1menes en caso necesario. Estas adaptaciones no  modifican el contenido, sino que consisten en adaptar las herramientas y los recursos (m\u00e1s tiempo, utilizar diccionarios, criterios de evaluaci\u00f3n m\u00e1s flexibles, entre otros).<\/p>\n\n\n\n

We also had the opportunity to observe a Year 9 English class, which has a level between B2 and C1. In this session we were able to observe how the teacher uses various methodological resources to structure and energize learning. He starts from the students’ interests, in this case, basketball, to activate prior knowledge and generate involvement.<\/strong><\/p>\n\n\n\n

Tamb\u00e9 hem tingut l\u2019oportunitat d\u2019observar una classe d\u2019angl\u00e8s de Year 9, els quals tenen un nivell entre el B2 i el C1. En aquesta sessi\u00f3 hem pogut observar com el professor utilitza diversos recursos metodol\u00f2gics per estructurar i dinamitzar l\u2019aprenentatge. Parteix dels interessos de l\u2019alumnat, en aquest cas, el b\u00e0squet, per activar coneixements previs i generar implicaci\u00f3. <\/mark><\/p>\n\n\n\n

Tambi\u00e9n hemos tenido la oportunidad de observar una clase de ingl\u00e9s del a\u00f1o  9, que tienen  un nivel entre el B2 y el  C1. En esta sesi\u00f3n hemos podido observar c\u00f3mo el profesor utiliza varios recursos metodol\u00f3gicos para estructurar y dinamizar el aprendizaje. Parte de los intereses del alumnado, en este caso, el baloncesto, para activar conocimientos previos y generar implicaci\u00f3n.<\/p>\n\n\n\n

Therefore, it establishes meaningful connections between activities; for example, it uses the concept of the basketball crossover to introduce a text with audio support titled The Crossover<\/em>, thus facilitating comprehension through anticipation and the linking of ideas. It also combines different dynamics (individual work, group discussion, practical examples, etc.), which fosters both autonomy and collaborative learning.<\/strong><\/p>\n\n\n\n

Aix\u00ed doncs, estableix connexions significatives entre activitats, per exemple, utilitza el concepte de crossover<\/em> del b\u00e0squet per introduir un text amb suport d\u2019\u00e0udio que es titula The crossover<\/em>, facilitant aix\u00ed la comprensi\u00f3 a trav\u00e9s de l\u2019anticipaci\u00f3 i la relaci\u00f3 d\u2019idees. Tamb\u00e9 combina diferents din\u00e0miques (treball individual, posada en com\u00fa, exemples pr\u00e0ctics, etc.), cosa que afavoreix tant l\u2019autonomia com l\u2019aprenentatge col\u00b7laboratiu.<\/mark><\/p>\n\n\n\n

As\u00ed pues, establece conexiones significativas entre actividades, por ejemplo, utiliza el concepto de crossover del baloncesto para introducir un texto con apoyo de audio que se titula The crossover, facilitando as\u00ed la comprensi\u00f3n a trav\u00e9s de la anticipaci\u00f3n y la relaci\u00f3n de ideas. Tambi\u00e9n combina diferentes din\u00e1micas (trabajo individual, puesta en com\u00fan, ejemplos pr\u00e1cticos, etc.), cosa que favorece tanto la autonom\u00eda como el aprendizaje colaborativo..<\/p>\n\n\n\n

The last class of the morning that we observed was a geography lesson with a more traditional pedagogical approach, largely teacher-directed. The methodology is mainly based on completing a vocabulary test, correcting homework, reading essays aloud, and working with the textbook. The teacher uses the projector as a support resource so that students can follow the reading on the page, which facilitates joint attention and tracking of the content.<\/strong><\/p>\n\n\n\n

L\u2019\u00faltima classe del mat\u00ed que hem observat ha estat una classe de geografia amb un enfocament pedag\u00f2gic m\u00e9s tradicional i bastant dirigit per la docent. La metodologia es basa principalment en la realitzaci\u00f3 d’un examen de vocabulari, la correcci\u00f3 de deures, la lectura en veu alta de redaccions i el treball amb el llibre de text. La professora utilitza el projector com a recurs de suport perqu\u00e8 l’alumnat segueixi la lectura de la p\u00e0gina, la qual cosa facilita l’atenci\u00f3 conjunta i el seguiment del contingut.<\/mark><\/p>\n\n\n\n

La \u00faltima clase de la ma\u00f1ana que hemos observado ha sido una clase de geograf\u00eda con un enfoque pedag\u00f3gico m\u00e1s tradicional y bastante dirigido por la docente. La metodolog\u00eda se basa principalmente en la realizaci\u00f3n de un examen de vocabulario, la correcci\u00f3n de deberes, la lectura en voz alta de redacciones y el trabajo con el libro de texto. La profesora utiliza el proyector como recurso de apoyo para que el alumnado siga la lectura de la p\u00e1gina, lo cual facilita la atenci\u00f3n conjunta y el seguimiento del contenido.<\/p>\n\n\n\n

And that concludes our second day at Hermann-B\u00f6se-Gymnasium!<\/strong><\/p>\n\n\n\n

Fins aqu\u00ed el nostre segon dia a Hermann-B\u00f6se-Gymnasium! <\/mark><\/p>\n\n\n\n

\u00a1Hasta aqu\u00ed nuestro segundo d\u00eda en  el  Hermann-B\u00f6se-Gymnasium!<\/p>\n\n\n\n

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