Friday, April 29


Adler, P., Kless, S., & Adler, P. (1992). Socialization to Gender Roles: Popularity among Elementary School Boys and Girls. Sociology Of Education, 65(3), 169.

Anderson, L., Krathwohl, D., & Bloom, B. (2001). A taxonomy for learning, teaching, and assessing. New York: Longman.
(Anonymus) (2011) ‘El diario (programa de televisión)’, in Wikipedia. Available at:
(Anonymus) (2016) ‘Talk show’, in Wikipedia. Available at:

Castañeda, L. y Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.

Fried, R. (1995). The passionate teacher (p. 47). Boston: Beacon Press.

Starkey, L. (2012). Connections and Relationships. Teaching and learning in the digital age. New York, NY: Routledge.

Stage management (2016) in Wikipedia. Available at:

(Unknown author)Bullying definition (2012b) Available at: (Accessed: April 2016).

WebMD Medical ReferenceReviewed by Smitha Bhandari, MD on March 04, 2015 © 2015 WebMD, LLC. All rights reserved.

Thursday, April 28


Hi guys! I'm Edu Gálvez and this week I have the role of "star".

As last week, the whole class has worked as a single group, so I have not been able to develop my role as "voice" of my group: Frisky Hedgehogs. However, in this post I'm going to inform you about what I have done this week:

On Monday, I was selected to be part for one of six subgroups that complete the whole task. My subgroup was directed by my partner Isabel Ramírez de Arellano Sevilla and my mission was to organize the set of recording for Wednesday. I had to do that with my partner Elena González Morales. Firstly, we looked for sofas to recreate "El Diario De Patricia" (in this case, "The Diary Of Leona") and a place to recorde it. Later, we looked for backgrounds for chroma  on YouTube.

On Wednesday, "the day of recording", we prepared the scenary. In addition, I partipated in the video representing part of the public of the TV show. It was very very very funny, I enjoyed it so much!

Good weekend and until next week! ;-)

Edu Gálvez


Hi everyone, Pablo here.

Although this week I already have the curator role,  I was also a "boss". This week we had to make the other video of the 6th task(complexity and relationships) and since I was the second star in that task I got the role of one of the theater directors. We had to make the video for the relationship part.
With the other directors, we planned how the video was going to be so we divided every chapter and then we talked to the actors and making groups, we started to developed how every part was going to be.

The recording week we settled everything for Wednesday to make things easier at the time of recording. We chose the actors, the props we needed... On Wednesday we started recording. The part I had to direct was the "Connections within learning". The recording was Ok, everything was going smoothly, we had fun doing it... But the tough part was the editing of the video. Me and other bosses spent mainly the whole day editing the videos so at the end we were exhausted, but it was fun to do it.

 I think this whole task is interesting and we are working the whole class as a team to do something we can be proud of and could be helpful for us as future teachers.

I hope you enjoy it!!

Pablo García.


Hi everyone this is Edu Espinosa again as the official facilitator of Frisky Hedgehogs!!!

The issue of this week has been very similar to the last one, as you can read on the titlle, we still are going through the third part of the same task!! Just amazing!!

As you all already know, on this last weeks we were not working only as Frisky Hedgehogs group because each one of us took part of a different work-group, for example there is a group of editors (which I took part last week), another one of actors, producers and so on. This means that, as my colleague Edu Gálvez said last week, I can not have the "real" opportunity of being the facilitator in charge of my group. 

On the other hand I tried to act such a facilitator on my work-group, for that I used to help and make the things easier for the rest of people as much as I could, in addition I have to say that, at least on my work-group, we all have worked very hard in order to reach the objective.

All in all, I'm very happy about the entire class work because it seems that everyone of us provide such a kind of help although the initiative is sometimes extinted.

Thanks for reading!!


Hi everyone again!!This is Pepi again as Analyst, here it is my reflection for the week 8!!Amazing isn´t it? Time flies…

The first week that I was the Analyst was also the first task that we had to performance. Now, eight weeks later I am here again…If the first week was a race to the unknown, for me this week has been a little bit like a chaos.

The task was the same that we started 2 weeks ago: Connections & Relationships. During this week we had to work the whole class together again and make a video with the stories we created for the Task 6 based on the theory of Chapter 4. The stars of the week 6 were our bosses, the facilitators and who had to organise the work. The class was divided in smalls groups, one per story, and the facilitators were also divided among these groups in order there was at least one per each group. In my story, I played the role of actress and I had to interpret the Headmaster of a school.

Working with some many people is difficult, so working with the whole class it is a chaos, even more when there is not a proper organization, a leader or a person who guide the rest of the group. This has been my feeling during this week and for me, the worst moment has been realised that: there was no organization and communication among them up to the last minute. Hopefully, at least in my small group we can overcome the troubles we found it in the best possible way and finish the recording. For me, this was the best moment: finishing the recording and see that we all were worried and commit to do it well. I presume that the video will be ok once it is finished.

In terms of keeping strengths and improving weaknesses, I would keep the perseverance and interest of trying to get the best result with the scarce resources we had; by contrast, I will improve the way that we have organised ourselves this week. Taking into account the way we organised  last week, and the good results we had, we should have organised in the same way, we had the experience, knowledge and chance to do it even better, but it has not been the case at least up to now and in terms of organization. Maybe I am wrong, so please do not be offended, (it is my modest point of view), and the results are even better than the last week. We will see next week.

In relation to the contents, I could say that we are involved of them on a daily basis. “Connectivist learning theory asserts that knowledge is created through connections and learning occurs through the networks to which learners belong” (Starkey, 2012). This means that through every single connection we have, new knowledge emerges, and it is not only scholar knowledge, there are also cultural values, respect, social knowledge and many more things.

In the connection between teacher-student, both are important. If students do not want to learn, they are not going to learn; although teachers have a lot of knowledge, if they do not have other skills and know how to transmit it, they are not going to be successful. Fried (1995, page. 47) says that there is a connection between the teaching process and the quality of the learning process of the students:

·   Cuando los alumnos pueden apreciar al profesor como una persona que está comprometida  con un campo de estudio y con una formación continua, les resulta mucho más fácil tomar en serio su trabajo. En este caso, conseguir que aprendan se convierte en una cuestión de inspiración mediante el ejemplo, en vez de imposición y obediencia.
·  Sin una relación de confianza y respeto entre alumnos y docentes, se minimiza la capacidad que tienen todos de trabajar en colaboración y de afrontar el tipo de riesgos que exige el aprendizaje.
·  A menos que los estudiantes sean capaces de ver la conexión entre lo que aprenden y las posibles formas de aplicar lo aprendido a la vida real, su motivación para alcanzar la excelencia será, en el mejor de los casos, irregular.

As Fried says, it is necessary a connection between teachers-students and students-teachers not only in terms of scholar knowledge, also in social, emotional and respectful knowledge among the others. This also influences the connections and relationships within the learning context, which is a step up. “The connections and relationships within a classroom influence how teaching and learning occurs” (Starkey, 2012). Teachers must create a positive learning environment within the class, not only individually, also with the whole class, in which they can help their students to acquire knowledge, values, skills working all together and making this process fun. It is remarkable in this, that teachers are models for their pupils, so through these daily connections and relationships children are always learning.

In the connections with peers is even more complex. “Peers influence learning through tutoring, providing friendship, giving feedback and making the class or school a place that students want to come to each day” (Starkey, 2012). I agree peers are a big influence, but in what way? According to a research carried out by Adler, Kless, & Adler, (1992) peers influence differently depending on the gender and because of popularity. They found out that boys are influenced by their peers not to study and not to perform well at school; otherwise they will lose popularity among them. By contrast, in the case of girls it is not the same, they see the academic performance as a competition, because of that girls gain popularity with high grades and performing better in difficult tasks. Here a question arises, is peer connection positive or negative for the school performance? Well, I think it depends on the grade they are, and also the connection within the learning environment so as to avoid dropouts, bullying or other behaviours and situations that we would not like to experience. To sum up, I believe all these connections are interconnected and a balance must exist in order to avoid and prevent problems within the class.

Finally, there are two more connections: beyond the classroom and within learning. From my point of view, both could be related to Web 2.00 and Ple (Personal Learning Environment). According to StarKey (2012): “Students can have learning connections beyond the physical classroom environment. These types of connections can be through the World Wide Web”. This happens when students use Web 2.00 tools such as Facebook to speak with other friends or practicing other language or trying to solve problems related how a software or a game works asking on blogs to other people such as friends or maybe if available, professionals. This is also related to part of the Ple of the students. “Ple es el entorno en el que aprendemos usando eficientemente las tecnologías” (Castañeda & Adell, 2013). This basically means that we all create our own leaning environment creating our own materials, reading other´s materials, reflecting, sharing knowledge and so on. Nowadays this is done using efficiently web tools, Web 2.00. The last connections, within the learning, are made between ideas, knowledge, concepts and skills (Starkey, 2012). This is easily to indentify when we use Web 2.00 tools within our Ple. We are able to create, share, watch, read, and reflect our own material and other´s using Web 2.00 (Youtube, Flickr, Tumblr, Twiter, Wikipedia and so on) with is part or, within our Ple.

Thinking and reflecting about these connections, I can see how it starts from the simplicity up to the complexity, adapting to the up and coming world and digital age. Now, with all of these new concepts, ideas, knowledge and so on.., it starts to be not only route learning, also the most complex cognitive processes such as create, evaluate and analyze (Anderson, Krathwohl & Bloom, 2001).

And this was all this week, I hope you have enjoyed and learnt as we have.
See you soon
As always, all my love!



Hi! I'm Jose A Gómez, the journalist for this week. It is a pleasure for me to performance this role because it gives me the opportunity to find tools in which I can develop my novel creativity. An example of that is this report I bring this week to inspire you: The story of this week about FH in Magazine format thanks, ISSUU a superb space where anyone can publish whatever, magazines, books, booklets, photo albums and so on. SEE IT WITH YOUR OWN EYES!

Here is the connection with other blogs:

And this is another fantastic blog  Click to see it

Well, I hope you have enjoyed  this post. 

Jose A Gómez

Wednesday, April 27


Talk show or chat show is a television programme in which one person (or group of people) discusses various topics put forth by a talk show host. Usually, guests consist of a group of people who are learned or who have great experience in relation to whatever issue is being discussed on the show for that episode. In the case of Patricia’s Diary, every day the program invited several anonymous people who shared their testimony about a concrete topic set out previously by the program. This topic used to be related to family conflicts or sentimental problems.

Stage management is the person in charge of organizing and coordinating a theatrical production. It encompasses a variety of activities, including organizing the production and coordinating communications between people, such as the director, actors, producers and so on.

Bullying is the aggressive behavior from some aged school children to others that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Both, (who are bullied and who bully others) may have serious and lasting problems. Kids who bully use their power (such as physical strength, access to embarrassing information, or popularity) to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. Bullying behaviors happen more than once or have the potential to do it. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose. Bullying can occur during or after school hours. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen travelling to or from school, in the youth’s neighborhood, or on the internet. 

ADHD is a chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsivity. ADHD begins in childhood and often lasts into adulthood. As many as 2 out of every 3 children with ADHD  continue to have symptoms as adults. They often have trouble at school and can have difficulty making and keeping friends. ADHD is more common in boys, whose impulsivity and hyperactivity may appear as disruptive behavior. In the case of the girls is more difficult to diagnose because they aren't often disruptive in the classroom. ADHD tends to run in families. There is a 25%-35% chance that another family member will also have the condition, compared to 4%-6% of the general public.

Pygmalion Effect: Rosenthal and Jacobsen showed that teacher expectations influence student performance. Positive expectations will influence performance positively, and negative expectations will influence performance negatively. The name comes from Pygmalion in Ovid’s Metamorphoses, who was a sculptor who fell in love with an ivory statue of his own making. Pygmalion begs the gods to give him a wife in the likeness of the statue. The gods grant the request, and the statue comes to life. The original research of Rosenthal and Jacobsen was focused on elementary school, after students took intelligence pre-tests, they informed to the teachers about the names of twenty percent of the students in the school who were showing “unusual potential for intellectual growth” and would bloom academically within the year. Unknown to the teachers, these students were selected randomly with no relation to the initial test. When Rosenthal and Jacobson tested the students eight months later, they discovered that the randomly selected students who teachers thought would bloom scored significantly higher.