reviews.

Reading Review 1

Implementing Key Competences in Basic Education: reflections on curriculum design and development in Spain

Alejandro Tiana, Jose Moya & Florencio Luengo

European Journal of Education, Vol. 46, No. 3, 2011

I chose this article to review for my Tab assignment to better inform myself of the curricular design of education in Spain. Discussions of curriculum and programs of study dominated my professional seminar, curriculum and case classes last year. Therefore, gaining insights to the similarities and differences between the Alberta program of studies and key competences in the Spanish School Curriculum feels more than appropriate.  Having an in depth understanding of the program of studies, and each concept you plan to cover in a unit or lesson plan is inarguably important. Through my field experiences I have learned that often the curriculum as lived, and it’s learner outcomes can surpass the initial “skimming the surface” of school lessons.

Summary of the Text:

The passing of the Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, began a new definition of “competence” in the Spanish school system, and redefined educational intentions and teacher training. To gain a better understanding of this movement, one must notice the differences in structured education in Spain.

Firstly, students have the option of attending “Educacion Infantil,” or pre-school, from ages 3-6. Compulsory education begins at age 6 with “Educacion Primaria,” which concludes at age 12. “Educacion Secundaria Oblicatoria” is similar to what we know to be Jr. High School, and offers students education from age 12 to 16. Students then have the option of completing two more years of school, “Bachillerato,” prior to attending university institutions.

As outlined in the article the following key competences are being implemented in compulsory education in Spain:

-       Competence in linguistic communication

-       Mathematical competence

-       Competence in knowledge of and interaction with the physical world

-       Information processing and digital competence

-       Social and civic competence

-       Cultural and artistic competence

-       Learning to learn

-       Autonomy and personal initiative. Pg 312

These competences were selected using the following criteria;

i)               They are within reach of the majority and therefore not intended to be selective but to construct a common culture.

ii)             They are relevant in a wide range of areas of life and associated social practices.

iii)            They contribute to lifelong leaning and, therefore, taken as a whole, can be considered instrumental with respect to other much more specific ones.   Pg 312

As one can see, the competences and selection criteria parallel the Alberta program of studies in many ways. Furthermore the article goes on to identify in depth descriptions of curricular areas directly and indirectly contributing to building these competences. While as an educator, I have an appreciation for the following curriculums; Spanish Language, Knowledge of Natural, Social and Cultural Environments, Natural Sciences and Plastic and Visual Arts, as music specialist, the emphasis placed on Arts education is of particular interest, and therefore has a higher effect.

The Spanish Ministry places an importance on the development of skills related to audiovisual, multimedia, cultural and traditional contexts, as these subjects teach several of the designated key competences. For means if integration, key competences are attained through the following educational levels;

“Level 1: Integration of elements in curricular design via the relational definition of each key competence.

Level 2: Integration of the activities and exercises that generate the curriculum via a structure of shared tasks;

-       Solving a task permits one to obtain a product which is relevant for the context in which it was developed. For instance, the task of preparing a school magazine would permit the integration of numerous activities and exercises.

-       Tasks are part of established social practices. A School magazine, for example, is part of an established social practice, namely the production of newspapers and magazines.

Level 3: Integration of the different teaching models and methods that govern the school’s curriculum

Level 4: Integration of the criteria and instruments to assess the learning of Key competences

Level 5: Integration of the different forms of curricula: formal, non-formal and informal” Pg 316-319.

What I walked away with:

Upon reviewing this article, my eyes were opened in partial to the historical context of Spanish education. What I mostly identify with is the development of Spanish curriculum. Spain recognizes that education is necessarily being continually developed, and pursues this development eagerly. It was reassuring to read that the key competences Spain strives to instill in each student, parallel my understanding of the importance of varying levels of curriculum. I look forward to furthering my experiences with Key Competences in Spanish Education upon arriving in Barcelona.

Reading Review 2

Bryndan Costuros Spence

Cultural diversity in compulsory education: an overview of the context of Madrid ( Spain)

Routledge Taylor & Francis Group

Intercultural Education – Vol. 21, No. 4, August 2010, 299-315

Ines Gil Jaurena

I chose this article to better prepare myself for situations regarding diversity I may encounter in the Spanish classroom. I was very curious in the subject at hand, as I had little knowledge prior to reading this article. Diversity in the classroom is taken very seriously in Alberta, therefore my interest in the level of seriousness taken in this matter in Spain is vast. 

Summary of the Text:

This text directly tackles issues relating to inclusion in the classroom in terms of cultural diversity in Spanish Compulsory Education. According to the author, intercultural education is identified as;

“A holistic and inclusive approach to education that, based on respect and recognition of cultural diversity, works towards school reform as a whole in order to increase educational equity, to overcome racism/ discrimination/ exclusion, to promote intercultural communication and competence, and to support social change according to principles of social justice. (Gil Jaurena 2008, 124)”   Pg 300

While the Educational Administration in Spain views cultural diversity in a slightly different light:

(1)  The image of diversity offered by official statistics with respect to the school population – published annually by the Ministry of Education. Such demographic reports draw on a series of categories to describe students and their diversity, which will be discussed in this section.

(2)  The image of diversity transmitted through recommendations to schools and teachers by the Education Administration, based on the public information that the Ministry of Education provides on a website pertaining to diversity and interculturalism (CNICE 2006; ISFTIC 2009).  Pg. 300

The following charts are integral to this article, and therefore their information must be recognized prior to further discussion of the article.

Unfortunately blogger doesn't like my images.... sorry. If you would like to see them, as they do enhance both my review and the article it's self, send me a note and I'll email you the document. - Bryndan

With a better understanding of the concrete numbers of diverse students in Spanish classrooms, one can foresee potential classroom situations.  Due to the staggering number of foreign or immigrant learners, commonly referred to derogatively as “Roma,” meaning gypsies, teaching methods need to by adapted in order to meet the needs of each learner. According to the European Education Policy, which promotes a localized social cohesion in all European citizens, the following areas lead the development in diversity in European education;

(1)  The development of language skills and multilingualism as a means of achieving a European cultural identity.

(2)  The fight against Racism and xenophobia.

(3)  The development of intercultural education, in the construction of a new concept of culture.  Pg. 304

(4)   

However, Spain under the Organic Law of Education (LOE), approved in 2006, has it’s own unique plan for addressing diversity and intercultrualism in the classroom.

Organic Law 1/1990 of 3 October, General Organization of the Educational System (LOGSE), BOE No. 238, 4 October 1990 (MEC 1990)

- Emergence of cross-curricular themes: while terms such as cultural diversity and intercultural education were not yet present, there is a cross-curricular theme called ‘peace education,’ which has included intercultural education on certain occasions. The literature on education and diversity from the 1990s considered intercultural education to be a cross-curricular theme or pillar (Lluch i Balaguer and Salinas Catalá 1996; Muñoz Sedano 1997).

- Attention to diversity is considered as a key element of educational quality and various curricular and organizational measures are proposed to promote the adaptation of education to the needs of a diverse student body; cultural diversity is not expressly referred to.

- The compensation of inequalities in education (Title V) becomes a key measure to implement the principle of equality in the exercise of the right to education. PG. 306

This law proposes various measures:

- Cross-curricular themes are no longer mentioned.

- Foreign students are considered to be students with special educational needs,

such as would be the case with intellectually gifted students or with students with special educational needs due to disabilities or personality or behavior disorders. In relation to foreign students, LOCE includes the following:

Article 42. Incorporation into the educational system

(1)  The educational authorities will promote the incorporation into the educational system of students from foreign countries, especially at the age of compulsory schooling. For students unfamiliar with the Spanish language and culture, or with serious deficiencies in basic skills, educational authorities will develop specific learning programs in order to facilitate their integration into the corresponding level.

- The specific programs (teaching of language and basic skills) take place in specific classrooms for foreign students, although they have the mainstream classroom as a reference.

- Compensatory education is proposed as a measure that guarantees equality of opportunities for a quality education. PG. 307

While the above mentioned law appears promising, the article goes on to comment on the effectiveness of Spain’s literacy program, and it’s intention to enable all students to be instructed in Spanish alone.  Upon first reading, this seemed like an appropriate notion. Schools in Canada are taught in either of our official languages, unless they are part of a specialized program. However, the article goes on to identify features of the program I find ethically troubling. According to the Itinerant Support Services for Immigrant Students, (SAI), the following functions have been put in place in Spanish schools;

(1)  Guidance function:

a.     To advise about the development of host programs that encourage the socio-emotional integration of immigrant students in publicly funded school centers, promoting the incorporation of the intercultural perspective into the educational process.

b.     To provide guidance on material and methodological resources for teaching Spanish as a second language.

c.     To facilitate the incorporation of students who don’t know Spanish into the regular classrooms.

(2)  School support function:

a.     To support the acquisition of basic linguistic and communication skills of newcomer students. (PG 311)

The author goes on to point out various instances where teachers were pleased with the success of the program, by the means of students departing from their mother tongue quickly, and ultimately leaving it behind. This program is implemented through Linking Classrooms, which educate foreign-born 8-16 year old students. These students either lack fluency of the Spanish language, or are not excelling at an age appropriate level in scholarly activities. The Department of Education refers to these students as requiring “linguistic adaptation,” (pg 310) as it “does not regard, in any way, the need for further mother tongue instruction, does not put it into practice, nor considers it to be something positive. In fact, field work has shown how teachers with whom the researchers have worked ‘are pleased that students will quickly forget their native language, because it will allow them to learn Spanish more quickly and thus integrate earlier into the general student body’ (del Olmo and Gil Jaurena 2007, 7).” (PG 310) While I understand the importance of students having fluency in the language of instruction, this attitude, to me, suggests a lack of respect for cultural tradition and values, as stated by the Department of Education.

I identify with several pieces of this text, beginning with the importance placed on teachers;

“Teachers are a key factor in the achievement of educational goals by all students. Through personal factors are often identified as being highly influential in student attainment and teacher-student relations, we also need to take into account structural and institutional variables, which impinge upon schools and teachers.” (Pg 299)

At the end of the day, I feel that the teacher still has the greatest chance of influencing those in the classroom, and therefore, if presented in a respectful way, “linguistic adaptation” may be achieved without compromising cultural traditions and integrity. I am happy to have read and reviewed this article as I have gained insights into the types of classrooms I may be entering upon arrival in Barcelona.

Reading Review 3

The Status of Instrumental Music Education at the Secondary Level in Spain: a Multiple-Case Study

Suazo, William Christopher (Ph.D., Music Education)

Dissertation directed by Associate Professor Janet M. Montgomery University of Colorado Doctor of Philosophy College of Music.

As music specialist, stumbling across this dissertation was overly intriguing. While I will not be working in a Spanish music classroom daily for my TAB placement, I have been assured that I will have the opportunity to enhance the study of music in the classroom on various occasions. This dissertation was thorough – 269 pages including curriculum outlines, entrance examinations and daily lesson plans.- in its study of secondary music study in Spain. For the purpose of this review I will focus on areas of general interest.

The article references curriculum requirements set out by the government that conservatories must adhere to. In order for a conservatory – school specializing in musical instruction – to remain open, it must meet the guidelines set forward by the state, much like a charter school in Alberta. At the elementary level, 80 students must be enrolled, the secondary level, 180 students, and at the post-secondary level 240 students must be enrolled in order for the institution to remain functioning. These schools receive funding from the State government, however credentials are only given to those studying at the post-secondary level.

Students attending secondary schools receive one-on-one private lesson musical instruction in the symphonic instrument of their choice. This ratio is set forward by the state in order to insure student progress. While entrance into these programs is not outlined by LOGSE, certain requirements must be met:

“ In general the test is an aptitude test. For example, at our school we might have a day where we have a concert to introduce the instruments to the applicants/students. Later, we have them come three consecutive days and each day the rests get progressively harder. They might consist of rhythmic imitation where the teacher says “tam-ti-qui-ti” and the student echoes the same thing. They have to sing a song and dance or walk in rhythm to the music. Sometimes we have them describe things and the skills tested are adjusted for age level. There are three teams of teachers and each day the students go to a different team. When all the tests are done the teaching teams meet and discuss the applicants.” (137)

According to the Minsterio de Educacion y Ciencia, 1990:

-       The process of teaching needs to grantee the functionality of the learning and the assurance that learning can be utilized under “real Life” circumstances by the student.

-       The teachers should try to establish, through the projects and assignments in their classes, a better link of musical studies and the world of work and consider this as an objective of teaching and learning. This item should be a top priority of teachers.

-       Is is advisable that the educational process of, both, general studies and music studies follow the same principles of active constructivism as a decisive factor in learning achievement… in final terms, teaching is constructed for each student, modifying and re-elaborating their knowledge schemes.

-       Prompting the autonomy of the student in those things which require personal judgment and taste… is a preferred educational method. (142)

(pg 134) LOGSE indicates that the instructional curriculum is to be developed by the teachers of each institution, therefore contextualizing it’s outcomes to the cultural setting of each environment. (135) Class length is also at the discretion of the instructor. Students attending these institutions commit to lengthy school days as studies complete at 9:00 pm. (136)

Elementary music instruction is outlined in the following table;

Secondary music instruction is outlined in the following table:

The article goes on to describe in great detail the curriculum objectives of each instrument at each grade level. To briefly summarize, the following assessment criteria for music instruction at the secondary level are outlined;

1. Demonstrate correct use of muscular strength and adequate breathing as demanded by playing the instrument.
2. Demonstrate control in the execution (performance) of studies and works without disengaging the technical aspects from the musical aspects.
3. Demonstrated auditory sensitivity regarding intonation and the use of the possible tone colors of the instrument.
4. Interpret works of the different time periods and styles as a soloist or in a group.
5. Interpret, by memory, works of the solo repertoire that are stylistically accurate.
6. Demonstrate the necessary independence to develop one’s own musical interpretation within the boundaries established by the musical text.
7. Show progressively better independence in solving problems of technique and interpretation.
8. Presents, in public, a program at the adequate level demonstrating expressive ability and artistic quality. (152)

This article was incredibly enlightening. The detail in the account of secondary music instruction was riveting. In some ways music education in Spain and Alberta are very similar, while in other they are vastly different. Unless outlined by a specialized program, one-on-one private music lessons are not typically offered in Alberta, regardless of the research and statistics proving their benefits. Alberta curriculum covers similar elements of music, however, the detail in which students “dive in” to the curriculum is more extensive. The objectives in Spanish music education are also significantly more in depth.  For personal reasons this article was by far the most intriguing.