“Does anyone have Lomloe timetable templates Primary? and Lomloe Yearly timetable?” “I’m a geography and history teacher in Andalucia and I have to do programming for ESO 1 and 3 this year. Let’s see if we can all get something clear.” “I share your opinion.” “Question: Transverse elements disappear with Lomlo?”. “I am bitter about the issue of learning situations, I don’t know if knowledge is still organized in didactic units and learning situations are inside or everything is a learning situation.
The above is a small – tiny – random sample of the messages that are saturated in the Telegram group these days, where more than 5000 teachers from all over Spain are trying to explain what they have to do this year and how to implement the new educational law in their classrooms. . Teachers trying to use the new terminology, work methods, assessment and lesson plans imposed by Lomloe are frustrated by the speed with which the law has been absorbed into educational centers and the little training and resources offered to the administration. They once again feel abandoned by their fate and hold back with conviction.
“If it takes me more time to interpret the rule and the program than to prepare the lessons, it is because Lomloe’s legislative development is clearly failing. Documentation. [debe estar] in the service of teachers and not the other way around. the teacher wrote on Twitter a few days ago. “I spent months reading the teachers, trying to break down the articles, find out what they mean in this or that paragraph, and decide if they program like this or not. So, no. Different ministries should give us model centers so that we only have to adapt them to ourselves, not to all teachers in the country. , which does the same thing, but interprets each in its own way, either by directing or checking them.”
The president of the Union of Inspectors of Education (USIE), Jesus Marodan, understands the difficulties. “The problem is that if you take Article 6 of Lomloe, which defines what the curriculum is, and compare it to Article 2 of any of the Ordinances. [de desarrollo] Different terminology appears. There is an exit profile, learning situations… an imbalance for the teaching staff. Objectives, content, evaluation criteria, competencies… everything was already there. But the new elements raise doubts. That is why we asked for training. For inspectors, but above all for teachers and the management team. You have to help people with training and advice,” he says.
Marrodán recalls that Lomloe will be implemented four years later, when Logse was used for ten. And that rush, says José Antonio Lucero, a high school teacher at the Cadiz Institute, leads to chaos.
“An attempt was made to implement a rather accelerated process of transition and change, in which training was not sufficient. As always, as in everything, we are now preparing a law that is already in use. We have this feeling. That we are going to jump out of the bush, that we are faced with improvisation due to the hasty application of the law,” he laments. Things went late with Lomloe, to the point that in September, there were already communities in teachers’ centers that did not yet have approved curricula.
Each teacher makes a living as best they can with the meager administrative offerings in terms of both training and resources. in the aforementioned Telegram group Created ad hoc, sharing materials, raising doubts, debating. Especially about learning situations, probably the biggest news that the law presents and how they relate to traditional learning units or how they fit into programming.
“The application of the law is confusing because these are new issues that we are not used to.” I miss basic things like didactic programming patterns that we have to do but we don’t know how and the administration doesn’t provide examples. Lucero illustrates..
Mariluz González, responsible for union action at the STEs Union, insists that not all communities act in the same way. “Some do their homework, others don’t. Among the first will be the community of Valencia. Among the second, for example, Castilla and León,” he shows. “But the teaching should have been done before the implementation of the law,” lamented another teacher.
González emphasizes the fact that the law – within the framework of the rejection that he generally mentions in STEs – “gives the centers the flexibility to adapt the methodology and adapt to their own characteristics and peculiarities, because an urban center has nothing in common with one rural area. , for example.
The Ministry of Education has been reassuring teachers for several weeks. The message that Minister Pilar Alegria has sent repeatedly is that change of this magnitude does not happen overnight and teachers will have room to use Lomloe. In this regard there are many teachers and principals who have reported conversations with their respective inspectors who have passed the idea on to them.
“The inspector said that the schedule is not a priority,” the teacher explains. “After this conversation, I am very calm. If there are 10 independent subjects, you cannot evaluate them by skills. You cannot change the system with zero euros, which would be necessary. We cannot change the programs in 10 days. Yes, we can continue. We work, we take care of students, families and our families. The whole The month of August I was bitter because I didn’t know what to say about my colleagues to guide me. But no more, “they dig.
The idea is slowly spreading among the teachers that it will be difficult to strictly observe the law this year. “Tested? Yes. Accomplished? No. We’ll hit the road, period,” reflects another teacher. “If they want us to know how to do programming (they don’t even know, according to the inspector), they should train us.” I have spent a lot of time and money trying to decipher something that is not up to par. So far regulated (at least in Madrid, what has been published are decrees with educational content, but the order regulating the ministerial law and replacing the previous law) has not come out,” adds another.
Inspectors confirm these instructions. “Each autonomous community has made its own decisions,” Inspector Maradani explains, “but most have told the inspectorate that this year they have a very important advisory and support role, especially in the first quarter of the course. Programs should be supervision and documents, but with regard to the field of study, it is first advice and then supervision, the curriculum regulations were published too late and it was not possible to ask teachers for things that they did not have time for. to control. I think it’s right,” he explains.
What does not mean that there are teachers who leave health and try to understand the concepts. “It’s crazy that we have this debate and the administration doesn’t clarify anything, we are practically blinded in such an important profession,” laments the professor. “Let’s see if you can light up this endless darkness,” asks another. “Everyone knows what they want, I’m going to ask for a stress leave.” criteria And let Rita think,” adds a third.
Source: El Diario
