{"id":8110,"date":"2018-07-05T00:27:17","date_gmt":"2018-07-05T00:27:17","guid":{"rendered":"https:\/\/cersin.40elefantes.com.escursos-i-assessorament\/"},"modified":"2022-03-31T09:36:18","modified_gmt":"2022-03-31T09:36:18","slug":"training-courses-and-advisory-programs","status":"publish","type":"page","link":"https:\/\/cersin.40elefantes.com.es\/en\/training-courses-and-advisory-programs\/","title":{"rendered":"Training Courses and Advisory Programs"},"content":{"rendered":"[vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”1″ padding_bottom=”1″][vc_column][vc_empty_space height=”20px”][vc_column_text]\n

Training Courses and Advisory Programs<\/strong><\/h2>\n[\/vc_column_text][vc_empty_space height=”15px”][vc_column_text]\n

CERSIN runs teacher training courses and advisory programs to promote inclusive processes in society.
\n<\/strong><\/p>\n[\/vc_column_text][vc_empty_space height=”15px”][vc_column_text]\n

Ongoing Training Courses<\/strong><\/h3>\n[\/vc_column_text][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column width=”1\/4″][\/vc_column][vc_column width=”3\/4″][vc_accordion style=”accordion”][vc_accordion_tab title=”Educational guidance: key factor of success in lifelong education” icon=””][vc_column_text]Title:<\/strong> Educational guidance: key factor of success in lifelong education<\/p>\n

Year:<\/strong> academic year 2021-2022<\/p>\n

Organized by<\/strong>: Department of Education. Government of Catalonia<\/p>\n

Objectives:<\/strong><\/p>\n

    \n
  1. To give value to educational guidance and to commit to the need for a joint reflection on guidance and tutoring<\/li>\n
  2. Update knowledge about educational guidance and become aware of the need to build a training plan<\/li>\n
  3. Develop your own orientation plan based on joint reflection, knowledge and commitment to the needs of all students and other leading agents of educational inclusion<\/li>\n<\/ol>\n

     <\/p>\n

    Trainers\/as<\/strong>: Josep Maria Sanahuja[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Diversity in the classroom: support and inclusive methodologies to manage
    \nthe classroom at the Institut Escola Industrial de Sabadell.” icon=””][vc_column_text]Title:<\/strong> Diversity in the classroom: support and inclusive methodologies for classroom management at the Institut Escola Industrial de Sabadell<\/p>\n

    Year:<\/strong> academic year 2021-2022<\/p>\n

    Organised by<\/strong>: Vall\u00e9s Occidental Centre for Pedagogical Resources I<\/p>\n

    Objectives<\/strong>:<\/p>\n

      \n
    1. To identify the basic elements that make up inclusive practices in secondary schools in order to manage diversity in the classroom.<\/li>\n
    2. To analyse shared teaching as a learning mechanism for both students and teachers.<\/li>\n
    3. To analyse the methodological strategies that facilitate the effective and efficient management of diversity in the classroom.<\/li>\n
    4. Elaborate and put into practice a proposal for implementation in the classroom.<\/li>\n
    5. Provide mechanisms for monitoring and evaluation of the practice.<\/li>\n<\/ol>\n

      Trainers:<\/strong> Ester Miquel and Josep Maria Sanahuja[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Inclusive methodologies and support for managing diversity in
      \nthe classroom at the INS Jonqueres de Sabadell” icon=””][vc_column_text]Title:<\/strong> Inclusive methodologies and support for managing diversity in the classroom at the INS Jonqueres de Sabadell<\/p>\n

      Year:<\/strong> academic year 2021-2022<\/p>\n

      Organised by<\/strong>: Vall\u00e9s Occidental Centre for Pedagogical Resources I<\/p>\n

      Objectives<\/strong>:<\/p>\n

        \n
      • Identificar los elementos b\u00e1sicos que conforman las pr\u00e1cticas inclusivas en los centros de educaci\u00f3n secundaria para gestionar la diversidad en el aula.<\/li>\n
      • Analizar el papel del apoyo en el desarrollo de metodolog\u00edas inclusivas.<\/li>\n
      • Analizar las estrategias metodol\u00f3gicas que faciliten la gesti\u00f3n de la diversidad en el aula de manera eficaz y eficiente.<\/li>\n
      • Elaborar y poner en pr\u00e1ctica una propuesta de implementaci\u00f3n en la propia aula.<\/li>\n
      • Prever mecanismos de seguimiento y evaluaci\u00f3n de la pr\u00e1ctica.<\/li>\n<\/ul>\n

        Trainers:<\/strong> Ester Miquel and Josep Maria Sanahuja<\/p>\n[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”1″ padding_bottom=”1″][vc_column][vc_empty_space height=”15px”][vc_column_text]\n

        Training Courses finished<\/strong><\/h3>\n[\/vc_column_text][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column width=”1\/4″][\/vc_column][vc_column width=”3\/4″][vc_accordion style=”accordion”][vc_accordion_tab title=”SIEI (Centre of Intensive Support for Inclusive Schools): We share experiences
        \nin order to advance the process of inclusion.” icon=””][vc_column_text]Title:<\/strong> SIEI (<\/strong>Centre of Intensive Support for Inclusive Schools<\/strong>): We share experiences in order to advance the process of inclusion.<\/p>\n

        Year:<\/strong> Academic year 2017-2018<\/p>\n

        Organized by<\/strong>: The Center for Pedagogical Resources of Vall\u00e8s Occidental V<\/em>I<\/p>\n

        Objectives:<\/strong><\/p>\n

          \n
        • To create a work dynamic between the SIEI of Secondary Education in the area of Montcada i Reixac, Ripollet, Santa Perp\u00e8tua de Mogoda and Badia del Vall\u00e8s in order to move towards a process of inclusion in the institutions of secondary education.<\/li>\n
        • To create tools and strategies to respond to the different educational needs of SIEI students.<\/li>\n
        • To promote the improvement of educational practices developed in the SIEI of Secondary Education through the exchange of experiences between teachers and students.<\/li>\n
        • To develop the SIEI as a resource for each school through inclusive methodologies in the classroom.<\/li>\n<\/ul>\n

          Teacher trainers: <\/strong>Joan Ramon Ram\u00edrez and Josep Maria Sanahuja[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Support teachers (STs) for secondary education:” icon=””][vc_column_text]Title:<\/strong> Support teachers (STs) for secondary education:<\/p>\n

          Year:<\/strong> Academic year 2017-2018<\/p>\n

          Organized by:<\/strong> Center for Pedagogical Resources of Vall\u00e8s Occidental III<\/em><\/p>\n

          Objectives:<\/strong><\/p>\n

            \n
          • To give training and reflect on the advantages of the methodology of two teachers in the classroom.<\/li>\n
          • To focus on elements that maximize this methodology.<\/li>\n
          • To provide counseling, support and follow up to those educators who already work with two teachers in the classroom.<\/li>\n
          • To help establish this new methodology for immediate implementation.<\/li>\n<\/ul>\n

            Teacher trainer: <\/strong>Josep Maria Sanahuja[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Program CROMA 2.0: The Development of Artistic Skills.” icon=””][vc_column_text]Title:<\/strong> Program CROMA 2.0: The Development of Artistic Skills.<\/p>\n

            Year:<\/strong> Academic yaer 2017-2018<\/p>\n

            Organized by: <\/strong>The Autonoma Solidarity Foundation (Fundaci\u00f3 Aut\u00f2noma Solid\u00e0ria FAS, <\/em>UAB).<\/p>\n

            Objectives:<\/strong><\/p>\n

              \n
            • To develop a project that promotes the development of artistic and cultural competencies within the framework of the CROMA 2.0 program<\/li>\n
            • To design, implement and assess a training program for university students involved in the CROMA 2.0 program<\/li>\n<\/ul>\n

              Teacher trainer: <\/strong>Mar Moron[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Support teachers (STs) in primary education.” icon=””][vc_column_text]Title:<\/strong> Support teacher (STs) in primary education.<\/strong><\/p>\n

              Year:<\/strong> Academic year 2018-2019<\/p>\n

              Organized by<\/strong>: The Center for Pedagogical Resources of Vall\u00e8s Occidental V<\/em>I<\/p>\n

              Objectives:<\/strong><\/p>\n

                \n
              • To get to know the academic-professional profiles, beliefs, and attitudes of teachers regarding inclusive education and the specific work of the classroom teacher and support teacher (CT-ST) in the classroom.
                \n\u2022 To analyze the teaching activities (before, during and after each activity) of both the CT and ST in the classroom.
                \n\u2022 To get to know the profiles, beliefs, and attitudes of students towards inclusive education and the work of the two teachers in the classroom (CT-ST).
                \n\u2022 To analyze the organization of the support mechanism of each school and the role of the SIEI (the Centre of Intensive Support for Inclusive Schools) in providing that support mechanism.
                \n\u2022 To design, implement and assess an educational strategy for collaborative work between the CT and ST.<\/li>\n<\/ul>\n

                Teacher trainers:<\/strong> Ester Miquel and Georgina Par\u00eds[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Support teachers (STs) in secondary education.” icon=””][vc_column_text]Title:<\/strong> Support teachers in secondary education.<\/strong><\/p>\n

                Year:<\/strong> Academic year 2018-2019<\/p>\n

                Organized by<\/strong>: Center for Pedagogical Resources of Vall\u00e8s Occidental V<\/em>I<\/p>\n

                Objectives:<\/strong><\/p>\n

                  \n
                • To get to know the academic-professional profiles, beliefs, and attitudes of teachers regarding inclusive education and the specific work of the classroom teacher and support teacher (CT-ST) in the classroom.
                  \n\u2022 To analyze the teaching activities (before, during and after each activity) of both the CT and ST in the classroom.
                  \n\u2022 To get to know the profiles, beliefs, and attitudes of students towards inclusive education and the work of the two teachers in the classroom (CT-ST).
                  \n\u2022 To analyze the organization of the support mechanism of each school and the role of the SIEI (the Centre of Intensive Support for Inclusive Schools) in providing that support mechanism.
                  \n\u2022 To design, implement and assess an educational strategy for collaborative work between the CT and ST.<\/li>\n<\/ul>\n

                  Teacher trainers:<\/strong> Joan Ramon Ram\u00edrez and Josep Maria Sanahuja[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][vc_accordion style=”accordion”][vc_accordion_tab title=”Inclusive practices at the INS Pau Vila-Sabadell Secondary School: support in the classroom” icon=””][vc_column_text]Title:<\/strong> Inclusive practices at the INS Pau Vila-Sabadell Secondary school: support in the classroom<\/p>\n

                  Year:<\/strong> 2020-2021 academic year<\/p>\n

                  Organised by:<\/strong> Centre de Recursos Pedag\u00f2gics del Valles Occidental I<\/p>\n

                  Objectives:<\/strong><\/p>\n

                    \n
                  1. To identify the basic elements that make up inclusive practices in secondary schools.<\/li>\n
                  2. To describe co-teaching as a learning mechanism for both students and teachers.<\/li>\n
                  3. To assess the advantages of co-teaching compared to other forms of organisation.<\/li>\n
                  4. To analyse the elements that should be taken into account to introduce and make sustainable co-teaching in an educational centre<\/li>\n
                  5. To develop and implement a proposal for co-teaching in the classroom.<\/li>\n
                  6. To provide mechanisms to monitor and evaluate teaching practice.<\/li>\n<\/ol>\n

                    Trainers:<\/strong> Ester Miquel and Josep Maria Sanahuja[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Educational guidance: key factor of success in lifelong education” icon=””][vc_column_text]Title:<\/strong> Educational guidance: key factor of success in lifelong education<\/p>\n

                    Year:<\/strong> academic year 2020-2021<\/p>\n

                    Organized by<\/strong>: Department of Education. Government of Catalonia<\/p>\n

                    Objectives:<\/strong><\/p>\n

                      \n
                    1. To give value to educational guidance and to commit to the need for a joint reflection on guidance and tutoring<\/li>\n
                    2. Update knowledge about educational guidance and become aware of the need to build a training plan<\/li>\n
                    3. Develop your own orientation plan based on joint reflection, knowledge and commitment to the needs of all students and other leading agents of educational inclusion<\/li>\n<\/ol>\n

                       <\/p>\n

                      Trainers\/as<\/strong>: Josep Maria Sanahuja[\/vc_column_text][\/vc_accordion_tab][vc_accordion_tab title=”Pedagogical conversation: The process of inclusion in the new educational” icon=””][vc_column_text]Title<\/strong>: Pedagogical conversation: The process of inclusion in the new educational context<\/p>\n

                      Year<\/strong>: academic year 2020-2021<\/p>\n

                      Organizers:<\/strong> CRP del Vall\u00e9s Occidental VI<\/p>\n

                       <\/p>\n

                      Objectives:<\/strong><\/p>\n

                        \n
                      1. To analyze the educational response of schools to the specific needs of educational support in the new context generated by the pandemic.<\/li>\n
                      2. To develop new spaces of communication and personal, emotional and curricular orientation for students with specific needs in the new reality of the schools.<\/li>\n
                      3. Find inclusive proposals to improve the attention of students with special needs in the new context.<\/li>\n<\/ol>\n

                        Trainers:<\/strong> Josep Maria Sanahuja and Joan Ram\u00edrez[\/vc_column_text][\/vc_accordion_tab][\/vc_accordion][\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"

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[\/vc_column_text][vc_empty_space height=”15px”][vc_column_text] Ongoing Training Courses [\/vc_column_text][\/vc_column][\/vc_row][vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”30″ padding_bottom=”30″][vc_column width=”1\/4″][\/vc_column][vc_column width=”3\/4″][vc_accordion style=”accordion”][vc_accordion_tab title=”Educational…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"full_width.php","meta":[],"yoast_head":"\nTraining Courses and Advisory Programs - CERSIN<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cersin.40elefantes.com.esen\/training-courses-and-advisory-programs\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Training Courses and Advisory Programs - CERSIN\" \/>\n<meta property=\"og:description\" content=\"[vc_row row_type=”section” type=”grid” text_align=”left” video=”” padding_top=”1″ padding_bottom=”1″][vc_column][vc_empty_space height=”20px”][vc_column_text] Training Courses and Advisory Programs [\/vc_column_text][vc_empty_space height=”15px”][vc_column_text] CERSIN runs teacher training courses and advisory programs to promote inclusive processes in society. 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