ACCIÓN EDUCATIVA DE ESPAÑA EN EL EXTERIOR

  🧪 ACTIVIDADES EXPERIMENTALES Y CIENTÍFICAS 1. Taller de "neuroarte" con Cajal (con el departamento de Artes Plásticas) Contexto : Cajal dibujaba neuronas con precisión y belleza científica. Actividad : Crear ilustraciones propias de neuronas a mano o con tablet, inspirándose en sus dibujos. Se puede combinar con realidad aumentada o apps de neuroanatomía. Extra : Exposición final estilo galería de arte científica. 2. Simulación de procesos bioquímicos con Ochoa Contexto : Severo Ochoa descubrió mecanismos de la síntesis del ARN. Actividad : Crear maquetas 3D (físicas o digitales) del proceso de transcripción del ADN o usar herramientas como Molecular Workbench o simuladores de Biología Molecular. 🎭 ACTIVIDADES CREATIVAS Y TEATRALES 3. Mini obra o entrevista dramatizada Actividad : Recrear una entrevista ficticia a Cajal u Ochoa, como si fuesen invitados a un programa actual tipo Redes  (con rigor pero estilo moderno). Para ello, se pueden ayuda...

 1. What´s youy personal disponibility for CEA? Total. I´ve already demonstrated that point: I have participated week-ends in the Biology Olimpic Games, in the Sport Competitions en Morocco (intercentros), Open Doors Days, etc. Also, as responsable of the Social Networks, I am conected 24/7 to upload publications about the activities. 2. What are the differences between the Spanish schools of Lisbon and Rabat and the CEMM? The CEMM is a very singular school inside the singularity of the Spanish Schools Abroad. It´s the unique that is free because of the Accord between both countries. The CEMM provides a public service in Andorra, where there are 3 Educational Systems. So in the CEMM there is a great variety of students, some of them with familiar or economical problems and others with serious problems of learning. That is te reason why this School has specialiced professionals. In this aspect, it can be more similar to a school in Spain. 3. ¿Qué cualidades tiene como tutor de ESO e...

 1. WHAT´S A NORMAL DAY IN YOUR CLASSROOM Everyday is different in my classroom. The number of different activities is so great that there is not a type class. On the one hand, students need learning routines, but on the other hand, they need times to break routines to be permanently motivated. So, in my classes of Biology and Geology in ESO, I distribute the 3 hours of a week as follows: 1. Working in the Classroom of the Future or in the Computation Classroom, to investigate and search information, create videos, working with AI, virtual labs, AR/VR, etc. 2. Working in the Biology Lab or doing field work. 3. Teaching and learning in the classroom, to guide the learning situations, assesment, etc. In this way, they work all key and especific competencies and are motivated in the subject. 2. You are tutor of a group of 1º ESO and the teaching team is reticent to team working. How would you act? The teaching team in ESO should work together to solve learning problems in the students...

 1. YOU, AS TUTOR OF A GROUP OF ESO, HAVE DETECTED SEXIST BEHABIOUR AMONG STUDENTS. WHAT ACTIONS WUOULD YOU DO? These behabiour is something inadmissible, but they are useful for educating in equality, promoting values of non-discrimination, prevention of gender violence and education in effective equality in rights and oportunities between men and women. 1. To talk with the students that have had these behaviours. 2. Involve the parents (it could be a beginning of bullying or sexual harassement. 3. Search for support in the teaching team, the Head of Studies and the school guidance department, as well as the person responsable to promote equality (in Andorra there is not School Board, so there is not this person) or the Welfare Coordinator., searchig a solution inside the Organization and Working Rules of the School. 4. To promote a respectful dialogue inside the classroom. Also, is an excellent oportunity to develop oral expression in Spanish. 5. Incorporate the gender persp...

 1. WHAT ARE THE MOST RELEVANT ASPECTS OF THE 4 LAST YRS TAHT YOU´D CARRY ABROAD? - Adaptation to the new educational law: learning situations, Universal Design for Learning (UDL), competency-based assesment criteria. - 2 yrs as Head of the Department of BG and as Coordinator of the Scientific-Technological Area. - 1 yr as Head of the Dpt. of CEA in a Spanish School abroad (Rabat). 2. Which experience do you have in the use of ITC in your job? - Educational Blogs. - Use of Moodle, Google Classroom and Alexia. - Use of AI to create educational resources, obtain ideas about the design of learning situations, etc. 3. Imagine you obtain the position in Andorra. When you arrive to the school, the Headteacher tell you they are very worried about the results of the PAU in Biology and you have to teach this subject. How would you face this challenge? First of all, I talk with the Deapartmnet Head. He will tell me the likely reasons of this failure. Perhaps the reasons are related with a lo...

 1. Raimundo Lulio y Leonardo Torres Quevedo (precursores de la IA). 2. Cajal y Golgi. 3. Severo Ochoa y Margarita Salas. 4. Watson y Crick y Rosalynd Franklin. 5. Darwin y Wallace. 6. Darwin y Lamarck. 7. Darwin y Margulis. 8. Darwin y Mendel.

 1. WHAT FEATURE IS YOUR GREATEST FORTRESS/STRENGTH TO OBTAIN THE POSITION IN ANDORRA? My great commitment with teaching and with the functions a teacher must  carry out, and specially in a Spanish school abroad: tutorial function, teaching departmnet head, organizitation and participation in complementary and extracurricular activitites, even in Saturdays, as I have demonstrated in my position in Rabat, with my participation in Biology Olympic Games, Sports Championships (Intercentros, as we call them in Morocco), etc. I Have experience of 3yrs as Head of Studies in Lisbon and 1 yr as Head of the CEAD in Rabat, participating in the meetings of the leadership team as one of them. 2. HOW COULD YOU USE THE CLASSROOM OF THE FUTURE IN BIOLOGY TEACHING? 🧠 1. Augmented and Virtual Reality (AR/VR) Explore the human body in 3D with VR : Students can take virtual tours inside organs, blood vessels, or even observe how viruses and bacteria act. With tools like Merge Cube or AR-en...

 1. HOW WOULD YOU CONTRIBUTE TO YOUR JOB IN ANDORRA SINCE A MULTICULTURAL POINT OF VIEW?  I´ve got the  Skills to develop teaching activities in an intercultural environment:     - Knowledge of some languages as English, French, Portuguese and Catalan.     - Broad experience in these environments (IE in Lisbon, CE of Rabat).     - Great kowledge of the different Spanish languages and cultures,  resulting from having worked with colleagues from all over Spain. Des d’un punt de vista multicultural, puc aportar una visió oberta i adaptable que és clau per a l'èxit profesional a Andorra. El país acull una població diversa, amb influències culturals de França, Espanya i moltes altres nacionalitats. Entendre i respectar aquestes diferències em permetrà establir relacions sòlides tant amb clients com amb socis de diversos orígens.   b) Which attitudes should have a teacher abroad? 🌍 1. Open-mindedness and intercultural sensitivity A ...

 WHAT DO YO THINK SHOULD BE THE ROLE OF THE TEACHER AS A REPRESENTATIVE OF SPAIN ABROAD? As a representative of Spain abroad, a teacher plays a dual role: not only as an educator but also as a cultural ambassador. It’s important to teach the Spanish language effectively, but equally essential to share the richness and diversity of Spanish culture, traditions, and values. This includes promoting tolerance, respect, and open-mindedness—core values that reflect Spain's modern and multicultural identity. Moreover, a teacher abroad should foster positive relationships with the local community, help break down stereotypes, and encourage mutual understanding between Spain and the host country. Ultimately, we represent the human side of Spain—its warmth, its history, its creativity—and we do so not only through lessons, but through our daily interactions, attitude, and professionalism, as well as through complementary and extracurricular activities or any activity aimed at promote the Spa...

 1. I'm taking part in a public job competition, what are your personal motivations for the position? Cultural Exchange & Sapnish Language Promotion I’m passionate about promoting Spanish language and culture around the neighbor countries. I have been working for 12 yrs in Portugal and now i am working in Morocco. So, I desire to work in Andorra, to complete more these countries. I´d like to promote and encourage the Spanish languages spoken in Andorra, both Catalan and Castilian. In the other side, if I gain the position in Alhucemas, I´d expand my konwledge of Morocco, a thrilling country, given that now I am working in Rabat and Alhucemas is in another region, Rif, with an own personality, since it is in an amazigh area. I believe that teaching abroad is a great way to foster intercultural understanding: on the one hand, in Andorra between two Spanigh languages, and on the other hand, in Alhucemas, between Arabic and Amazigh cultures and Spanish language and cultur...

LA EDUCACIÓN ES LA CLAVE DEL PROGRESO (Mª MOLINER)   AI is not only a technological tool, but also a driver for holistic development and lifelong learning. 1. Descripción de 3 actuaciones a desarrollar para maximizar el potencial de la IA para :     a) creación de recursos didácticos. Development of educational resources. Teachers play a key role in creating effective and stimulating educational materials for students. AI, especially generative AI, offers tools and technologies that can enhance the creation of these resources. Examples of these resources include: - Automated content generators that enable the generation of educational materials such as quizzes, exercises, activities, videos, simulations, games, multimedia presentations, schedules, and learning scenarios . These resources can be adapted to different learning styles and facilitate the understanding of complex concepts. As an example, a text adapted to the needs of the students could be created automaticall...

 1. En qué consiste el proceso. Procedimiento de evaluación ordinaria.  1. Una vez designados los componentes de cada una de l as Comisiones de Evaluación, se constituirán las mismas durante el primer trimestre del curso académico y permanecerán en funcionamiento hasta finalizar dicho curso.  2. Al objeto de facilitar su funcionamiento, las Comisiones de Evaluación podrán llevar a cabo sus sesiones mediante métodos no presenciales.  3. Las mencionadas Comisiones acordarán los medios y actuaciones que estimen necesarios para el desempeño de su cometido, pudiendo recabar la documentación e informes que, a tal efecto, parezcan oportunos.  4. Las Comisiones de Evaluación, una vez finalizadas las actuaciones necesarias para la evaluación de los Asesores Técnicos o del personal docente que preste servicios en el país correspondiente que se encuentren en situación de prorrogar por otro período de adscripción, elevarán propuesta con el resultado de dichas evaluaciones a...

 El paisaje pirenaico propio de los valles y montañas andorranos forma parte de diversas materias de 1 de ESO del CEMM: - Biología y Geología. - Formación andorrana. La competencia específica relacionada con el paisaje es la 6ª y última C.E. de la materia de BG: . Analizar los elementos de un paisaje concreto valorándolo como patrimonio natural y utilizando conocimientos sobre geología y ciencias de la Tierra para explicar su historia geológica, proponer acciones encaminadas a su protección e identificar posibles riesgos naturales. En Formación Andorrana es una competencia específica analizar las interacciones humanas con el paisaje en Andorra. En esta SdA pretendemos concienciar al alumnado de la importancia de preservar el paisaje de su propio país (la cuarta parte del alumnado, que es andorrana) o del país en el que residen aunque hayan nacido en otros países o sus padres no sean andorranos, el cual deben cuidar y valorar tanto como los propios andorranos. 1. MOTIVACIÓN...

 10. Para favorecer el bilingüismo, los centros docentes, previa autorización de la Secretaría General Técnica, que se recogerá en el proyecto educativo del centro, podrán impartir en todos los niveles educativos algún área y asignatura en el idioma del país en que se ubica el centro. Su impartición se garantizará hasta concluir el nivel o etapa en que se haya iniciado. As18. 11. Para dar cumplimiento a los Convenios Bilaterales que contemplen la obtención de la doble titulación y exijan la integración de los currículos de ambas partes, la Secretaría General Técnica establecerá para los centros implicados, de acuerdo con la Administración Educativa del país, el currículo integrado resultante. Doc22. 16.b. El PEC incluirá, entre otros aspectos, la adecuación de los objetivos generales de los niveles y las etapas educativos que se imparten en el centro. Doc22 17. El equipo directivo elaborará el proyecto educativo, teniendo en cuenta  las directrices del Consejo Esco...