Educational resource to celebrate Earth Hour

Started in 2007 in Sidney, Australia, Earth Hour is a global environmental movement organized by the World Wide Fund for Nature (WWF). It takes place on the last Saturday of March each year, encouraging individuals, businesses, and governments to turn off non-essential lights for one hour (8:30 - 9:30 PM local time) as a symbolic gesture to raise awareness about climate change and energy conservation.

You can learn more or participate by visiting the official website:

https://www.earthhour.org/

This Schools Sustainability Guide, edited by the WWF gives loads of tips on how to take action for climate, nature and sustainability in your school.

Find it on:

https://www.wwf.org.uk/get-involved/schools/sustainability-guide

Cube for Teachers

Cube for Teachers is a free, global educational sharing network designed to unite educators worldwide to share, support, and inspire. Educators can search, share, and save an ever-growing collection of teacher-recommended resources, fostering equity to improve student outcomes and well-being. ​

Created by practicing teachers, Cube for Teachers addresses the challenge of accessing valuable educational resources scattered across various platforms. By providing a centralized hub, it enhances efficiency and collaboration among educators. ​

Educators can create free accounts, personalize their profiles, explore and share resources, and connect with fellow educators globally. The platform also offers a Chrome extension for quick saving and organizing of resources found on the web. ​

To date, educators have shared over 170,000 resources, benefiting teaching communities across more than 147 countries.

Find it on:

https://cubeforteachers.com/login

Supporting children’s numeracy: the role of the home learning environment

This course on children's mathematical learning in the home learning environment not only provides a comprehensive overview of important and relevant aspects of the early and later home mathematics environment children experience, but also offers concrete ideas for fostering a successful partnership between professionals and parents to support children’s learning. 

In this course, participants will:  

Identify and describe key reasons why the home learning environment is important for children’s development, particularly in relation to numeracy skills. 

Analyse how the home learning environment influences children’s numeracy competencies and examine its role for both school-aged and older children by discussing concrete examples. 

Assess the challenges and potentials of learning apps and school homework by reviewing different apps and presenting findings. 

Propose strategies for successful parent-educator and parent-teacher collaborations by designing an actionable plan. 

Learning time: 5-10 hours

Starting on 31.03.2025 - Ending on 16.04.2025

(Source European School Education Platform)

Join course on:

https://school-education.ec.europa.eu/en/learn/courses/supporting-childrens-numeracy-role-home-learning-environment

The CLIVAR Spain Report on the Climate in Spain

The CLIVAR-Spain Report on the Climate in Spain is a comprehensive scientific document produced by the CLIVAR-Spain committee, focusing on climate variability and predictability within the country. The 2024 edition, released on March 13, 2025, offers an in-depth analysis of Spain's climate, encompassing past trends, current observations, and future projections.

Key findings from the report indicate that Spanish seas are warming at a rate 67% higher than the global average, with temperatures increasing by 0.25 degrees Celsius per decade compared to the global rate of 0.15 degrees. 

The Mediterranean Sea is particularly affected, warming up to three times faster than the global average since the 1980s. This accelerated warming leads to more frequent and intense marine heatwaves, increased water salinity, and exacerbates extreme weather events, such as the DANA in Valencia.

http://clivar.es/wp-content/uploads/2025/03/Libro_THE_CLIVAR-SPAIN_REPORT_on_the_climate_in_Spain.pdf

International Women's Day (IWD) Resources United Nations

The UN Women’s Day Resources page provides valuable materials for teachers to incorporate gender equality topics into their lessons. It offers reports, fact sheets, toolkits, and multimedia content that help educators explore issues related to women’s rights, empowerment, and gender-based challenges worldwide. 

These resources can be used to spark meaningful discussions, support research projects, and develop activities that promote inclusivity and awareness among students. Educators can encourage critical thinking and inspire students to contribute to a more equal and just society.

https://www.un.org/en/observances/womens-day/resources

International Women's Day #IWD School resources

On the International Women's Day website's School Resources section, you can find a variety of educational materials designed to help schools celebrate and promote gender equality. 

These resources include lesson plans, activity ideas, posters, and presentations that highlight the achievements of women throughout history and encourage discussions on gender issues. The materials are suitable for different age groups and can be used to inspire students to advocate for inclusivity and equal opportunities in their communities.

https://www.internationalwomensday.com/School-Resources

Teaching English with Oxford

Teaching English with Oxford is a blog by Oxford University Press (OUP) that offers English language teachers a wealth of resources, insights, and practical advice to enhance their teaching practices. 

The platform features articles on various topics, including innovative teaching strategies, classroom management techniques, and the integration of technology in language education. Additionally, it provides updates on the latest trends in English Language Teaching (ELT) and shares information about upcoming OUP events and webinars.

https://teachingenglishwithoxford.oup.com/

The Learning Network

The Learning Network is a section of The New York Times that provides educators, students, and parents with resources to enhance learning.

It offers lesson plans, writing prompts, and activities based on current events and Times articles, aiming to promote critical thinking and engagement with real-world issues. The platform also encourages students to develop their writing and analytical skills through various interactive features.

https://www.nytimes.com/section/learning

Some things I have learned about the U.S by Juan Luis Cortés Nicolás

This OER (Open Educational Resource) presents a series of activities that encourage and motivate students to explore and experiment, as well as to work in teams to learn about different aspects of the English curriculum related to the development of their Cultural Competence. 

ESO (Educación Secundaria Obligatoria, equivalent to secondary school) students will be able to develop their skills and acquire knowledge in a way that relates concepts and associates ideas, solves problems, and enhances their critical thinking, so that it becomes part of their personal and academic development to function in their environment.

The OER, which can be found in the Creatum repository of digital educational objects of the Community of Madrid, consists of a set of varied learning situations, presented as small challenges that spark curiosity and creativity, and can be developed over several sessions. 

This is a didactic proposal in which, through learning situations related to the USA, it is intended to develop the cultural competence of English Language students. It will aim to introduce aspects of the country's history, traditions, and geography, highlighting the following content:

The Civil Rights Movement in the USA, Dr. Martin Luther King Jr., and Rosa Parks.

The celebration of Thanksgiving and the importance of being grateful.

The National Parks of the USA, emphasizing Big Bend National Park, located in Texas.

For the development of the learning situations, the English language will be used as a vehicle, in any ESO course, with the activities being especially suitable for bilingual courses, as they have to learn the cultural component of the foreign language and possess greater communicative skills to express themselves in English.

Find this OER on:

https://innovacionyformacion.educa.madrid.org/creatum/odes/9acad783-f54a-4454-b1cb-ec8ac1347151/index.html

ProfRobBob. Youtube channel #Mathematics

ProfRobBob is a YouTube channel created by Rob Tarrou, offering a comprehensive collection of mathematics education videos. The channel covers a wide range of topics, including Algebra, Geometry, Algebra 2, Trigonometry, Precalculus, Calculus 1, and Calculus 2. 

These lessons are designed to help students understand complex mathematical concepts through clear and detailed explanations. In addition to YouTube content, 

Rob Tarrou maintains a website, Tarrou's Chalk Talk, where lessons are organized by chapters within each subject, providing a structured learning experience. 

https://www.profrobbob.com/

The channel features various playlists, allowing learners to navigate through topics systematically

https://www.youtube.com/@profrobbob

Becas para la participación en un programa intensivo de inmersión lingüística en inglés

Se han convocado en régimen de concurrencia competitiva un máximo de 2.400 becas para la participación en un programa intensivo de inmersión lingüística en inglés en España en régimen de internado y pensión completa, de una semana de duración, en el mes de julio de 2025.

El plazo para la presentación de solicitudes finalizará el día 13 de marzo de 2025 a las 15:00 hora peninsular.

Serán requisitos necesarios para optar a estas becas:

a)     Haber nacido entre el 1 de enero de 2005 y el 31 de diciembre de 2008

b)     Estar matriculado en el curso 2024-2025 en cualquier curso de alguno de los siguientes estudios:

-          Bachillerato

-          Enseñanzas profesionales de música y danza

-          Grado medio de Formación Profesional

-          Grado medio de artes plásticas y diseño

-          Grado medio de enseñanzas deportivas y

-          Enseñanzas de idiomas de nivel intermedio o avanzado

c)      Haber obtenido en el curso 2024-2025 la condición de becario del Ministerio de Educación, Formación Profesional y Deportes en alguno de los estudios reseñados en el apartado anterior conforme a la Resolución 13 de marzo de 2024, de la Secretaría de Estado de Educación, por la que se convocan becas de carácter general, para el curso académico 2024-2025, para estudiantes que cursen estudios postobligatorios (BOE del 15 de marzo).

d)     Tener aprobadas todas las asignaturas del curso 2023-2024, a fecha de finalización del curso, con una nota final mínima de 9 puntos en la asignatura de inglés. En el caso de solicitantes que estén matriculados en enseñanzas bilingües, pero no hayan cursado la asignatura de inglés como materia individualizada el curso anterior, se tendrá en cuenta la calificación obtenida en la asignatura de inglés de cuarto curso de Educación Secundaria Obligatoria.

e)     Estar situado en un lugar del orden de prelación de solicitudes que le permita la obtención de una de las becas convocadas.

https://www.infosubvenciones.es/bdnstrans/GE/es/convocatorias/813674

https://aee.educacionfpydeportes.gob.es/convocatorias.html

Love is in the air #ValentinesDay #IESAzorín #Petrer

 

Facing History & Ourselves

Facing History & Ourselves is a global non-profit organization founded in 1976, dedicated to using lessons from history to challenge teachers and their students to stand up against racism, antisemitism, and other forms of bigotry and hate.

The organization provides educators with professional development, teaching strategies, and resources to help students connect historical events to contemporary issues, fostering critical thinking and ethical decision-making. Their curriculum covers topics such as the Holocaust, civil rights movements, and other instances of injustice and prejudice, aiming to promote a more inclusive and informed society.

https://www.facinghistory.org/

Women in Research

The year 2025 marks two important anniversaries: 10 years of the International Day of Women and Girls in Science (IDWGS) and 30 years of the Beijing Declaration and Platform for Action, both focused on gender equality and women's empowerment.

Even though gender equality in science is essential for a better future, women and girls still face many obstacles and biases when pursuing scientific careers.

To close this gap, we need to break stereotypes, highlight inspiring role models, support women's progress with special programs, and create inclusive spaces through policies that promote diversity and fairness.

The "Women in Research" series by UK Research and Innovation (UKRI) showcases inspiring stories of women across various fields of research and innovation. These narratives highlight their contributions, challenges, and achievements, aiming to promote diversity and encourage more women to pursue careers in science and research. The series includes interviews and features on platforms like YouTube, where viewers can learn about the journeys of these remarkable women.

https://www.youtube.com/playlist?list=PLkjB0VcEl5P-lB56uVLk35_Vn9_7Eh7Xa

EasyLang AI

EasyLang AI is an application developed by MyLens that leverages artificial intelligence to facilitate language learning in an engaging and personalized manner. It transforms your preferred topics or content into concise visual lessons tailored to your native language, allowing your interests to guide your language acquisition process. 

The platform supports various input formats, including CSV/Excel files, PDFs, images, YouTube links, web addresses, and extended text. This flexibility enables users to learn from content that genuinely interests them, enhancing the learning experience.

By converting complex information into easily digestible visuals, EasyLang AI aims to make language learning both enjoyable and effective. The application's approach ensures that learners remain engaged and can grasp new concepts with greater ease.

https://mylens.ai/apps/easylang

III #Kahoot Olympics

14 de febrero de 2025

🕒 3 Sesiones

Inscripciones en:

https://forms.office.com/e/eHQtiH59hw

The UDL Guidelines 3.0

The UDL Guidelines serve as a practical tool for applying the Universal Design for Learning framework, which was created by CAST to enhance teaching and learning for everyone, grounded in scientific research on how humans learn. The ultimate aim of UDL is to empower learners to become purposeful and reflective, resourceful and authentic, as well as strategic and action-oriented.

These guidelines provide valuable support to educators, curriculum designers, researchers, parents, and others, helping them implement the UDL framework effectively. With a collection of actionable suggestions, the UDL Guidelines can be adapted to any subject area or learning context, ensuring that all learners have access to engaging and meaningful educational experiences that challenge and inspire them.

This new iteration of the UDL Guidelines responds to a strong call from the field to address critical barriers rooted in biases and systems of exclusion. This new update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

https://udlguidelines.cast.org/

What’s at Play? Unpacking the Relationship between Teaching and Learning

What kinds of teacher pedagogical practices can improve foundational learning—including basic literacy and numeracy skills—of students in primary schools in low- and middle-countries? And are there promising policy levers for improving the pedagogical skills and content knowledge of teachers? 

This discussion paper examines the dynamic and interconnected relationship between teaching practices and learning outcomes. It explores how pedagogical methods, educational strategies, and the roles of educators impact student engagement, knowledge acquisition, and skill development.

Stacy,Brian William; Akmal,Maryam; Rogers,F. Halsey; Venegas Marin,Sergio; Rajaram,Hersheena; Farysheuskaya,Viyaleta.What’s at Play? Unpacking the Relationship between Teaching and Learning (English). Education Working Paper; No. 9 Washington, D.C. : World Bank Group. 

Download:

https://documents1.worldbank.org/curated/en/099011625211529079/pdf/P500778132eb1002b199171b38f37e2b936.pdf

Climate and education: strategies for adaptation, learning and play

This document is a discussion paper published by the Education Policy Institute (EPI) in collaboration with Learning Through Landscapes (LtL) in December 2024.

The paper explores the intersection of climate change and education, focusing on two primary areas:

- Climate and the curriculum. It emphasizes the importance of integrating climate education across various subjects and educational phases. The discussion includes current placements of climate topics within curricula, identifies barriers to effective implementation, and proposes strategies to embed comprehensive climate education. 

- Future-proofing the education estate. The paper examines how school infrastructures can be adapted to enhance learning experiences, promote play, and build resilience against climate-related challenges. It highlights the potential of school grounds to improve children's physical health, mental well-being, and educational outcomes by providing enriched natural environments. 

The report draws on findings from a series of roundtable discussions and a public webinar held on November 12, 2024, which brought together experts to deliberate on embedding climate education and utilizing school grounds for climate resilience.

You can access the full report here:

https://epi.org.uk/wp-content/uploads/2024/12/Climate-and-education_strategies-for-adaptation-learning-and-play_Discussion-paper_EPI_LTL_Dec24.pdf

The Global Risks Report 2025

The Global Risks Report 2025 is the 20th edition of the World Economic Forum's annual analysis of the most pressing global risks. This report is based on the Global Risks Perception Survey 2024-2025, which gathers insights from over 900 experts worldwide. 

Key findings from the report include:

- State-based armed conflict: identified as the most immediate global risk for 2025, with nearly a quarter of respondents ranking it as the most severe concern. 

- Environmental risks: extreme weather events and biodiversity loss are highlighted as critical threats over the next decade. 

- Misinformation: recognized as a major risk in the coming years, exacerbated by technological advancements and geopolitical tensions.

The Global Risks Report can be an excellent resource for educational purposes in schools, fostering critical thinking, global awareness, and problem-solving skills. Here are some ways it can be used across different subjects and educational activities: critical reading (analyze sections of the report to teach students how to interpret complex texts, extract key information, and identify bias or perspective) or debate and argumentation (organize debates on topics such as "Which global risk poses the greatest threat to humanity?" using data from the report to support arguments).

For a comprehensive understanding, you can access the full report here:

https://reports.weforum.org/docs/WEF_Global_Risks_Report_2025.pdf