From Claudia Molleda´s Desk | Prepa Celta´s Principal
Today’s international mindedness, requires collaborative work, which is basically teamwork, but in which all parties are equally involved and acquire the same commitments and responsibilities. From that perspective, it is assumed that such collaborative work will have the same participation and therefore a significant homologated learning, at least, ideally.
This type of collaboration is not exclusive to learning strategies, but teachers work together to carry out collaborative project planning in which a concept is reinforced from different perspectives.
I share a Podcast with you, prepared by teachers Daniel Salazar and Jesús Alfaro, in which they recite the antecedents of the Mexico´s Independence Day.
Interview with Dr. Jesús Alfaro Saldaña about the Insurgent movement
From Daniel Salazar´s Desk | Social Sciences’ Teacher
The objective of the subject of Socioeconomic Structure (s) of Mexico is to “develop competencies aimed at understanding the needs of development and social welfare of the country, as well as government efforts and difficulties in operating public policies leading to raising the standard of living, in addition to promoting the interpretation of current trends in the economy to assess the opportunities present in the current labor market. ” In this sense, the interdiscipline of a subject like this –economics, history, sociology and even anthropology– as well as the four transversal axes that are addressed from the SEP study program –social, environmental, health and reading skills -, make the course a great challenge for students. However, when considering the benefits that flexible educational models and information technologies provide us to design innovative didactic sequences and meaningful learning experiences, as a teacher we must adopt not only the contents, but also the means that we use for the class. It is for this reason that, to cover all the topics, I have decided to generate a periodic podcast called # JístoriChánel, in which specific episodes in the history of our country are addressed. In this installment we interview phD Jesús Alfaro Saldaña, teacher of Mexico´s History in our High School, about the Insurgent movement of 1810. Finally, doing interdisciplinary projects like this from the academy is beneficial because, in addition to enlightening our students with the example, disseminates the knowledge and work of the teaching body while strengthening ties and socialization within our community. We hope you enjoy it!
PAI | Approaches to Learning in Subjects
Martha Alicia Silva Lara | MYP Coordinator and IB Continuum Leader
At our next Parents Making a Difference IB meeting that will take place on November 24 at 6:00 p.m., we will talk about the approaches to learning in the different IB programmes offered by Colegio Celta Internacional. So, in this space, I want to show you the perspectives of our teachers who teach different disciplines in the Middle Years Programme (MYP) corresponding to the Middle School and Prepa Celta sections.
I hope you enjoy reading our teachers’ contributions about which approaches to learning skills are addressed in their subjects and how they serve them for life.
Jesica Ibargüengoitia- tenth grade visual arts teacher
In this subject, students practice carefully observing their environment, not only physical things but also diverse situations to recognize problems, identify obstacles and challenges aimed at creative thinking, considering their ideas and those of others from different perspectives. They use brainstorming techniques, they look for alternatives to create groundbreaking solutions by opening their minds and boldly taking risks to play with ideas and experiment. On many occasions they apply knowledge from various subjects to generate creative products. Art is inclusive as it allows transferring, combining knowledge, understanding and skills to create. It allows them to make connections. They develop the creative cycle of research, action, reflection. Teamwork is usually common in the class practicing communication, organization and affective skills, demonstrating persistence, perseverance, patience and resilience.
Carlos Cárdenas, Mathematics in the ninth grade teacher
One of the approaches in which we work in the subject is Critical thinking with the purpose of achieving in our students the reflection towards the resolution of problems or processes, maintaining an order in the development of these mathematical processes. Likewise, the communication approach is important for the class, allowing them to produce, organize and develop information that leads them to build hypotheses and apply resolution models, in the different activities carried out. The work on these two approaches is meaningful since it articulates and defines methods of interpretation and solution to models that can be solved mathematically, involving the student in learning to learn.
Suleima Almaraz – Mexico´s History teacher
I work with my students on research, thinking and communication skills explicitly, and implicitly highlighting social skills. In the subject, students are immersed in a process of deconstruction and reconstruction since, they begin to question themselves the daily practices and the social phenomena present in their context. In the same way, they develop processes of socialization and humanization that allow them to be empathetic with their environment. Finally, these skills allow them to weave the social structure of their learning community and to strengthen social relationships.
Daniel Salazar American Literature in 10th grade Teacher
Literacy skills are essential for subjects such as American Literature where students will be working on writing a ‘short story’ during this period, always taking into account the social context. The learning approaches skills that are developed and strengthened during these types of activities are creative and critical thinking skills and especially communication skills where they learn to use different formats to communicate. As we know, language is a great social protagonist and our interactions occur through the use of language, which is why they become fundamental skills for everyone. I really like to lead our students to analysis, evaluation and questioning through reading from different perspectives; giving our students tools to face, understand, question and even transform the contexts in which we live.
Carlos Valdez – teaching American Literature in tenth grade
In the class, thinking approaches such as critical thinking, reflection and communication skills are addressed to understand various messages, read and write different types of texts and form their own arguments orally and in writing. This helps them to be open-minded, empathetic people and allows them to express their ideas and thoughts in a way that is understood by others.
IB (International Baccalaureate Organization). Principles to Practice 2014. (Available online at www.ibo.org ). Consultation: October 08, 2021
An IB experience, Skills Development
From Juan Carlos Cruz’s desk | Academic Coordinator
A significant experience in the International Baccalaureate is the application of skills in a real context. In this segment, we share the experience of Mauricio Salas and Sebastián Ugalde, students who through a process of production and sale of homemade products generate income to share food and add smiles to the world. We literally describe this experience:
“What we’ve liked the most about Service Learning is the process that is carried out to be able to provide the benefits to the people who need it, since it is very gratifying that they recognize your work. We have gained many experiences thanks to the service, we have improved and developed our skills, both social, and organizational as well as to persevere. We would like to develop a business that is profitable, self-sustainable and profit generator … this is something that we could continue doing and, in this way, when obtaining profits, share them with people who are most in need. The first time we went to distribute the pantries, it was a special moment, since you rarely have this good feeling, it is as if it were the indirect reward for the work we did.”
Now, this experience is the result of family education and the maturation process in an IB school, an education found in Colegio Celta. We invite our readers, following our students’ example, to build a better world every day; we will read in future editions, thank you.
From Victor Hugo Valencia Peña’s Desk | Student Activities Coordinator.
Triathlon is an Olympic sport that takes the human body to limits that very few could withstand, since it combines three very complete disciplines such as: swimming, cycling and running.
That is why those people who venture into this type of competition, as well as all high-performance sports, deserve all possible support given the commitment and responsibility they have not only with their sport or discipline, but with the other activities that make up their environment.
This is the case of our high school student Diego, who has long shown aptitude for swimming, being a state, national and international medalist.
Nevertheless, with the desire to overcome himself and seek new horizons, Diego ventured into the Triathlon in 2020, thus achieving his pass to the National Olympiad, which due to pandemic reasons had to be suspended.
The year 2021 is not over yet for Diego, after participating in the CONADE National Games and the Triathlon in the city of Cozumel; the cities of Monterrey and Veracruz are still waiting for him to continue writing his history.
At Colegio Celta we are very happy to be able to support you so that you continue to be an example inside and outside the classroom for all of us!