Cambio horariosb v1-extensa

JORNADA ESCOLAR CONTINUA / PARTIDA ,[object Object],[object Object],[object Object],[object Object],Versión: 22/03/2011

PLAN DE LA PRESENTACION ,[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],JORNADA PARTIDA HORA LUNES => VIERNES 9 H- 00 11 H- 00 ACTIVIDADES LECTIVAS 11 H- 00 11 H- 30 RECREO 11 H- 30 12 H- 30 ACTIVIDADES LECTIVAS 12 H- 30 14 H- 00 COMIDA – JUEGOS DE TIEMPO LIBRE 14 H- 00 16 H- 00 ACTIVIDADES LECTIVAS 16 H- 00 17 H- 00 ACTIVIDADES: JUNTA MUNIC. - AMPA JORNADA CONTINUA HORA LUNES => VIERNES 9 H- 00 11 H- 45 ACTIVIDADES LECTIVAS 11 H- 45 12 H- 15 RECREO 12 H- 15 14 H- 00 ACTIVIDADES LECTIVAS 14 H- 00 16 H- 00 COMIDA – JUEGOS DE TIEMPO LIBRE 16 H- 00 17 H- 00 ACTIVIDADES: JUNTA MUNIC. - AMPA

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

2. ABUSO DE CIERTOS SECTORES DEL PROFESORADO. ,[object Object],[object Object],[object Object],[object Object]

3- BALANCE / ARGUMENTOS 3.0- ARGUMENTOS HABITUALES A FAVOR DE LA JORNADA CONTINUA ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (1) ,[object Object],[object Object],[object Object]

Caride Gómez, José Ramón (1993): A jornada escolar de sesión única en Galicia. Estudio avaliativo: Conclusións xerais e criterios de actuación. Santiago de Compostela: Xunta de Galicia, 1993. 3- BALANCE / ARGUMENTOS (1bis) ,[object Object],[object Object],[object Object],[object Object],[object Object],Calificaciones Jornada única Jornada partida 1987 1990 1987 1990 Insuficiente Suficiente Bien Notable Sobresaliente 40,35 18,07 16,83 13,12 11,63 43,83 16,71 14,77 16,46 8,23 26,87 14,27 27,58 24,48 6,80 32,13 17,67 19,28 22,09 8,83 Total (N) 413 249

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (2) ,[object Object],[object Object],[object Object]

3- BALANCE / ARGUMENTOS (2bis) PERCEPCION DE FATIGA (JORNADA UNICA / JORNADA PARTIDA) SENSACION DE SUEÑO (JORNADA UNICA / JORNADA PARTIDA)

[object Object],[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (3) ,[object Object],[object Object],[object Object],CICLO EDUCATIVO ACTIVIDAD FÍSICA: PORCENTAJE MEDIO J. Continua J. Partida PREESCOLAR CICLO INICIAL 13,2 25,3 25,9 45,9 CICLO MEDIO CICLO SUPERIOR 28,8 27 56,2 50,8

[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (4) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (5) ,[object Object],[object Object],[object Object]

3- BALANCE / ARGUMENTOS (5bis) ,[object Object],DEDICACION A LOS DEBERES ESCOLARES M. Carmen Morán de Castro (Galicia 2005)

2. Actitud de las familias ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (6) ,[object Object],[object Object],[object Object]

3- BALANCE / ARGUMENTOS (6 bis) PROFESIONES A FAVOR DE JORNADA CONTINUA / PARTIDA M. Carmen Morán de Castro (Galicia 2005)

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (7) ,[object Object],[object Object],[object Object]

3- BALANCE / ARGUMENTOS (7 bis) Scotland 9 a.m. - 12.15 p.m. 1.15 p.m. - 3.30 p.m. Denmark According to class level; e.g. lunch break of around 20 minutes) in the upper years; 8 a.m./9 a.m. - 12.00 noon (Mon., Tues., Wed., Thur., Fri.) in the first years.8 a.m./9 a.m. - 2 p.m./3 p.m. (Mon., Tues., Wed., Thur., Fri.) (with a short break). France 8.30 a.m. - 11.30 a.m. 1.30 p.m. - 4.30 p.m. (Mon., Tues., Thur., Fri.) and 8.30 a.m. - 11.30 a.m. (Sat.) Italy 1) 8.30 a.m. - 1 p.m. for 6 days; or 2) 8.30 a.m. - 4.30 p.m. for 5 days, with lunch at school compulsory (condition to be observed if this timetable is chosen); or 3) 8.30 a.m. - 12.30 p.m. for 5/6 days, with courses in the afternoon on 1/2/3 day(s) Finland 1-6 years: 8 a.m./9 a.m. - 1 p.m./2 p.m. (Mon., Tues., Wed., Thur., Fri.) (with a short lunch break, of at least 30 minutes) 7-9 years: 8 a.m. - varying - 1 p.m./4 p.m. (Mon., Tues., Wed., Thur., Fri.) (with a short lunch break, of at least 30 minutes) Sweden 8 a.m. - 1.30 p.m./3.30 p.m. (Mon., Tues., Wed., Thur., Fri.). The lunch break is 40-60 minutes between 10.30 a.m.-12.30 p.m.

Ejemplo de las escuelas KIPP (Knowledge is Power Program). Paul Tough, “ What It Takes to Make a Student”. http://www.nytimes.com/2006/11/26/magazine/26tough.html?pagewanted=print ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],3- BALANCE / ARGUMENTOS (7 ter)

4- POSICIONAMIENTO DE LA SOCIEDAD (1) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4- POSICIONAMIENTO DE LA SOCIEDAD (2) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

5- CONVIVENCIA ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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