PORTAFOLIO DIGITAL MARÍA AZAÑÓN

  A rainy week. We’ve officially reached the halfway point of the semester — that moment when motivation starts to mix with exhaustion. The excitement of thinking about the upcoming TFG , the internship, and future projects begins to rise, but at the same time, so do the assignments, exams, and deadlines. October is coming to an end, and honestly, I can feel both things equally: tiredness and anticipation. SESSION 1 We started with one of the groups that hadn’t presented yet from the previous week — quite interesting, even though, to be honest, I was a bit tired. The main topic of the day was the ICT Classroom and how technology can support both teaching and learning. We talked about different ways teachers and students can use ICT tools: to communicate, to collaborate, or even to create interactive projects. The professor introduced the Digital Competence Framework for Teachers , which defines the digital skills educators should develop. We were invited to complete a self-asse...

  This week’s sessions focused on understanding how students learn, how to assess them, and how to reflect on our own teaching. Through practical activities and personal experiences, I learned new ways to connect theory with classroom practice. SESSION 1 This session was focused on formative assessment and how it should serve as a guide rather than a final judgement. We explored the balance between quantitative and qualitative evaluation , as well as the importance of assessing learning processes through observation, creativity, and communication. Our professor explained that evaluation must be continuous, flexible, and adapted to each student’s rhythm. She introduced different tools such as portfolios, TechSheets, and self-evaluation rubrics. Personally, I see the portfolio as a mirror of learning , a way to capture the student’s path and emotional growth — not just their academic progress. We also discussed how evaluation must take into account emotional well-being . That...

This week we started studying the concept of assessment , a key element in the teaching–learning process. Through participatory activities, personal reflections, and gamified tasks, we analyzed how to assess fairly, formatively, and in a motivating way. These sessions made me rethink the true meaning of assessment: to guide, to support, and to offer second chances . SESSION 1 This week’s first session focused on evaluation — a topic that always generates both curiosity and discomfort. We began with several materials the teacher showed us, such as the European Language Portfolio , the passport , and other resources from foreign programs, which we will use throughout the course. We also continued working with the CEFR (Common European Framework of Reference for Languages) and the ELP. In pairs, we reflected on our own language level and later wrote a short piece about it. We also played a Kahoot , which made the atmosphere much more dynamic. This kind of activity, based on gamification, ...

  Although this week felt slightly overwhelming due to the amount of theory and legal detail, it also allowed us to better understand the foundation of our educational system. This post, as always, includes two sessions — the first one dense and theoretical, the second more practical — and my reflections as a student teacher who keeps finding meaning between laws, classrooms, and real learning. SESSION 1  This session revolved around the Real Decreto 157/2022 , which defines the structure of the Spanish education system and the minimum teachings of Primary Education. We analyzed how this decree coordinates with the regional authorities —in our case, Decreto 81/2022 de Castilla-La Mancha , which covers approximately 55% of our curriculum. We discussed the organization of compulsory education into three cycles and the emphasis on inquiry-based learning. The professor highlighted that the goal is not for students to memorize capitals but to understand history, think critically, ...

  Although this week we only had one in-person session (the only one, since the second one had to be completed at home through questionnaires), this post will be a little longer to compensate. It was a session full of information, history, debates, and reflections—one of those classes that really force you to think critically about the system we are part of. SESSION 1: We began by analyzing the historical development of Spanish education through the Ley General de Educación (LGE) of 1970 . This law was considered revolutionary because it broadened access, created a more structured pathway of compulsory education, and introduced subsidies for private schools , giving rise to the system of concertadas (state-subsidized schools). The debate here was intense: while the LGE was a step forward in democratizing access to education, it also opened the door to inequalities that persist today between public, private, and concertada schools , especially in terms of resources and accessibil...