«Decir a los niños que no se aprendan las cosas de memoria es un gran error» «Objetivo: Generar talento. Cómo poner en acción la inteligencia». Se trata del último libro publicado por el filósofo, escritor y pedagogo José Antonio Marina, quien reconoce que es difícil definir «talento» porque no es un concepto científico, sino de la psicología popular. «Me parecía que había que recuperar este concepto para distinguirlo de la inteligencia, porque el talento está relacionado con el buen uso, el uso brillante, de la inteligencia», sostiene. -¿Por qué se ha puesto de moda hablar de talento? -La razón es económica. El talento tiene que ver con la acción, con la toma de decisiones y la generación de proyectos y, para ello, intervienen muchos aspectos como pensar bien, tener buena información, pero también supone gestionar bien las emociones y tener desarrolladas las virtudes de la acción: la perseverancia, la valentía, la tenacidad, el saber soportar el fracaso...
-¿Es innato? Eso se creía. -¿No se está haciendo ya? -¿De qué manera? -Y eso , ¿cómo se logra? ¿Es un fracaso la educación por competencias? Opinión de la maestra Petra Llamas García. “Uno de los defectos de la educación superior moderna es que hace demasiado énfasis en el aprendizaje de ciertas especialidades, y demasiado poco en un ensanchamiento de la mente y el corazón por medio de un análisis imparcial del mundo”. (Bertrand Russell) Una competencia es, según el proyecto DeSeCo (Definition and Selection of Competencies) de la OCDE, encargado de definir y seleccionar las competencias: “La capacidad de responder a demandas complejas y llevar a cabo tareas diversas de forma adecuada. Supone una combinación de habilidades prácticas, conocimientos, motivación, valores éticos, actitudes, emociones y otros componentes sociales y de comportamiento que se movilizan conjuntamente para lograr una acción eficaz”.
La enseñanza por competencias es rescatable en la capacitación de operarios y personas que necesitan un adiestramiento en cualquier oficio. Petra Llamas García. email@example.com. Twitter: @petrallamas Relacionado. Get a Free EF Teacher Development Certificate. Teacher Development Certificate. How One Denver Turnaround School Went From Failing to Successful—by Emphasizing Joy. The staff at McGlone Elementary School has a mantra: Happy kids learn more. It’s why the extended-day school in far northeast Denver offers nearly two hours of specials like art and music per day, why the cheerful and affectionate principal keeps a few “golden tickets” clipped to her lanyard to give out as rewards and why the classrooms aren’t the hushed, sit-up-straight, no-excuses type you might find elsewhere. On a recent afternoon, two fifth grade boys in matching navy polo shirts and spiky hairdos huddled next to each other in teacher Matt Johnson’s math class. Sharing a single notebook page, they worked to solve 1 divided by 3, their skinny elbows pressed together in the unselfconscious way of elementary school students.
“It should be three halves!” One exclaimed. “Why?” “Oh, wait!” McGlone’s joyful philosophy seems to be working. But McGlone wants to do more. It’s somewhat of an unusual request. “I think our success hinges on kids feeling so supported and so loved.” “Well, Mr. I Lie About My Teaching. I liked Devon. We were all first and second-year teachers in that seminar—peers, in theory—but my colleague Devon struck me as a cut above. I’d gripe about a classroom problem, and without judgment or rebuke, he’d outline a thoughtful, inventive solution, as if my blundering incompetence was perhaps a matter of personal taste, and he didn’t wish to impose his own sensibilities.
When it fell upon us each to share a four-minute video of our teaching, I looked forward to Devon’s. I expected a model classroom, his students as pious and well-behaved as churchgoers. Instead, the first half of Devon’s four-minute clip showed him fiddling with an overhead projector; in the second half, he was trotting blandly through homework corrections. The kids rocked side to side, listless. He looked, in short, like me.
Teachers self-promote. But sometimes, the classrooms we describe bear little resemblance to the classrooms where we actually teach, and that gap serves no one. That’s because I made Erin up. Promoting Literacy and Empathy in the Artroom | KQED Education | KQED. As a high school Art teacher, I focus my curriculum and instruction on connections – connections between ideas and with the world outside the Artroom/Studio classroom. That might take the form of incorporating students’ home, community or cultural experiences as well as topics from other subjects in school. The Artroom is a place of learning – whether it’s about technique in order to render images and make objects, or the context and history of the many art forms and their practitioners.
But perhaps more importantly, it is also a studio – an open and safe space to explore practices that call forth dispositions which impact learning. That’s where Arts Integration comes in. A widely referenced definition of Arts Integrationn comes from the Kennedy Center’s Art Edge Publication from 2010: Arts Integration is an APPROACH to TEACHING in which students construct and demonstrate UNDERSTANDING through an ART FORM. Kimberley Campisano.
How To Be A Great Teacher, From 12 Great Teachers : NPR Ed. Sarah Hagan, a young algebra teacher in rural Oklahoma oil country, stays where she is because her students "deserve better. " Elissa Nadworny/NPR hide caption toggle caption Elissa Nadworny/NPR Sarah Hagan, a young algebra teacher in rural Oklahoma oil country, stays where she is because her students "deserve better. " Elissa Nadworny/NPR Great teachers have two things in common: an exceptional level of devotion to their students, and the drive to inspire each one to learn and succeed. At NPR Ed we're just about halfway through our 50 Great Teachers project. We've profiled teachers at all levels, in all subjects, from all over the country and overseas too. And so we've taken a moment here to pull from those stories some of the thoughts and lessons from those teachers that have stuck with us.
Together, they almost make a mini-guide for teachers. 1. "I'm really trying hard to dispel this idea that teaching is this thing you're born to do and it's somehow natural to everyday life. 2. 3. 4. 5. Harnessing the Incredible Learning Potential of the Adolescent Brain. How to Make Sure That Project-based Learning is Applied Well in Schools. By Thom Markham Now that project-based learning (PBL) is becoming more popular, the doubters and haters also have surfaced. The recent anti-PBL message by David Brooks in the New York Times, which was fortunately well rebutted, exemplifies the resistance. Citing High Tech High in San Diego, Brooks’ core message is that PBL is a kind of mindless education dressed up by technology and devoid of the ‘wisdom’ taught in traditional schools. Given that there are probably another thousand-plus schools across the country embracing PBL, this is a serious charge.
And it’s false. But it should also be a warning to PBL advocates. This is no one’s fault. Why would we not settle for highly constrained problem-based PBL? To get at the depth of purpose and engagement necessary for learners today, there’s work to do in PBL. See PBL as a mind shift, not a method. Put challenge first. Once the human mind sees a list, it’s in check-off mode. Get a lot better at Driving Questions. Coach for openness. How to Make Sure That Project-based Learning is Applied Well in Schools.
Sticky Grammar: Passive Songs. I'm sharing an activity for B1 students to practice passive voice through songs. In this activity, they have to read active sentences and identify the correct passive version. After they choose, they listen to the audio in order to check. I hope you find it useful. Here's the worksheet and the audio. Once they finish with the songs in the worksheet, they listen to the last 5 segments and do the same process, only this time they provide the passive sentences. Just in case, here you have the lyrics:1- She takes me away to that special place. Can you think of other songs with passive voice?
I await your comments, Claudio. Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. Disclosure: Trina D. Spencer and Douglas B. Petersen developed the intervention examined in this study and may be entitled to royalties related to its sale.× Editor: Krista Wilkinson× Associate Editor: RaMonda Horton× User Alerts You are adding an alert for: Tier 2 Language Intervention for Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention You will receive an email whenever this article is corrected, updated, or cited in the literature. The alert will be sent to: Figure 1. Percentage of participants who were sorted into each responsiveness category with group mean scores from the dynamic assessment posttest (left) and each intervention tier on the basis of the dynamic assessment results (right).
Phase II participant characteristics× Note. Table 1. Means and standard deviations for treatment and control groups at preintervention, postintervention, and follow-up Table 2. Ball, C. Barnett, D. Barrera, M., & Liu, K. (2010). Deno, S. Smart Speech Therapy LLC. Why the Phrase 'It’s Not So Bad' Causes Treatment Problems. Editor’s note: This adaptation comes from a blog post written by Tatyana Elleseff for her Smart Speech Therapy blog. A few days ago, my higher-ups asked for a second opinion regarding a psychological evaluation on an 11-year-old boy who was displaying a pattern of deficits with no reasonable justification. I formed a working hypothesis, but needed more evidence.
So, I set out to collect more information by interviewing professionals treating the student. I asked one about the quality of his graphomotor skills. She replied, “They aren’t so bad.” I asked her to clarify and she said, “He can write.” “But I’m not asking you whether he can write,” I replied. This got me thinking of all the parents and professionals who hear overgeneralized phrases like, “It’s not so bad,” or “Her social skills are fine.” I recommend avoiding such overgeneralizations if you are an educational or health professional. Let’s take the statement, “He can read.” For example: Practice Math Like a Baby. I’ve always felt conflicted about repetitive practice. On the one hand, I see how vital practice is. Musicians repeat the same piece again and again. Soccer players run drills.
Chefs hone their chopping motion. Shouldn’t math students do the same: rehearse the skills that matter? But sometimes, I backtrack. “This is just going to bore them,” I fret, scanning a textbook exercise. (Then I assign the exercise anyway, because class starts in five minutes and— despite my repeated petitions—the administration has denied me access to a time turner.) These two trains of thought suffer daily collisions in my mind: repetition is dull, but repetition is necessary. But this summer, a very wise teacher showed me a path forward, a way to reconciliation. I’m referring, of course, to a two-year-old named Leo. Toddlers have always fascinated me. I spent an afternoon with Leo and his parents. Then, Leo wanted to go down the slide. But then, something changed: Leo wanted to go down the slide. Leo is practicing. When Memorization Gets in the Way of Learning - Ben Orlin.
I once caught an 11th-grader who snuck a cheat sheet into the final exam. At first, he tried to shuffle it under some scratch paper. When I cornered him, he shifted tactics. "It's my page of equations," he told me. "Aren't we allowed a formula sheet? The physics teacher lets us. " Nice try, but no dice. Looking back, I have to ask myself: Why didn't I allow a formula sheet? "What's the sine of π/2? " "One! " So I skipped ahead, later to realize that they didn't really know what "sine" even meant. Some things are worth memorizing--addresses, PINs, your parents' birthdays. Memorization has enjoyed a surge of defenders recently. Certainly, knowledge matters. I define memorization as learning an isolated fact through deliberate effort. First, there's raw rehearsal: reciting a fact over and over.
Raw rehearsal is the worst way to learn something. Second, there are mnemonics and other artificial tricks--songs, acronyms, silly rhymes. Such tactics certainly work better than raw rehearsal. TeachingChannel. Encouraging Students to Persist Through Challenges. Academic Motivation Research | About PERTS. PERTS stands for the Project for Education Research That Scales. It is an applied research center at Stanford University. Our team partners with schools, colleges, and other organizations to improve student motivation and achievement on a large scale. In the process, we conduct research that enables us to improve our programs and to expand what is known about academic motivation. How do PERTS programs work? To be successful, students must be motivated and resilient: They must choose to learn and to persist even when schoolwork is challenging. Research shows that students are more likely to be motivated and resilient if they have adaptive learning mindsets.
PERTS programs help students develop more adaptive learning mindsets so they can stay motivated and resilient. Contact Us Ongoing PERTS Projects Resources for Teachers Online Programs for Students Reducing the Achievement Gap in College Increasing Motivation in Online Learning Environments Results & Impact Published Findings Team PERTS Staff. Mindset Kit - Home. Growth Mindset: How to Normalize Mistake Making and Struggle in Class | GROWTH MINDSET. Carol Dweck’s research on growth mindset has become essential knowledge in education circles. The Stanford psychologist found that children who understand that their brains are malleable and can change when working through challenging problems can do better in school.
Now, many school districts are attempting to teach growth mindset to their students. At the core of this practice is the idea of “productive failure” (a concept Dr. Manu Kapur has been studying for over a decade)* and giving students the time and space to work through difficult problems. These mindset changes are easy to describe and dictate, but more challenging to implement. In the video below on classroom struggle, second grade teacher Maricela Montoy-Wilson repeatedly asks her students to justify their thinking using reasoning and evidence. “Everyone is going to feel stuck,” Montoy-Wilson said. *A previous version of this article neglected to mention the scholarship of Dr.
Katrina Schwartz. Angye Gaona, “Nascita volatile”, Thauma Edizioni 2012 | Iris di Kolibris. A cura di Andrea Garbin L’intenzione di Angye Gaona, in questo suo primo libro, è chiara sin da subito. Dalla citazione in apertura del poeta e critico colombiano Jorge Gaitán Durán: “Non sono altro che una manciata di terra attraversata dai lampi”; dall’altra citazione di Paul Celan in testa alla prima delle due sezioni dell’opera, dal titolo “Transito in Terra”: “c’era terra in loro, e scavarono”. Quella terra dove noi umani viviamo, transitiamo appunto, è la stessa terra di cui siamo fatti, la terra che dobbiamo vivere e lasciare in eredità ad altri esseri umani. Attraverso le sue poesie, Angye ci porta a vedere il lato interiore e oscuro di un’umanità che ancora non è riuscita a vivere, condividere e convivere in questa terra.
“Seguo il cammino dello sterno / cerco l’origine della sete / vado verso il fondo di un canyon dalle pareti argentate”. Nella poesia “Il corpo si fa nuvola” troviamo il verso che dà il titolo all’opera: “nascita volatile dell’immenso orizzontale”. Cañón adentro. Aarin Shapiro | Contact. How Finland Keeps Kids Focused Through Free Play - Tim Walker. Linda Cliatt-Wayman: How to fix a broken school? Lead fearlessly, love hard | TED Talk. Sorprendente lista de tareas que ha dejado un profesor a sus alumnos para este verano. ¿Te atreves? Lesson plans – a waste of time? | teflreflections. OTRA ESCUELA ES POSIBLE. Matar a un profesor — Esto no es una escuela. 11 Ways Finland’s Education System Shows Us that “Less is More”. | Filling My Map. Henry A. Giroux | The War Against Teachers as Public Intellectuals in Dark Times. Parents’ evening: the questions that teachers never seem keen to answer ... "La creatividad se aprende igual que se aprende a leer".
Five Great Teachers On What Makes A Great Teacher : NPR Ed. 50 Great Teachers: Socrates, The Ancient World's Teaching Superstar : NPR Ed. WATCH: How A Teacher Encouraged Her Students With An 'F' | Rita F. Pierson. Remembering educator Rita F. Pierson. Dr Dario Banegas. Claudia Ferradas. US-based Filipino teacher cited for making algebra cool. 10 Errores que todo docente debería evitar. ¡Atención con el número #8! Five Things Teachers Do that Students Hate. “i’m going to italy” and other intermediate errors | TheTeacherJames.
Reactive and proactive teaching: which should we use in the language classroom? Lisa Nielsen: The Innovative Educator. Math with Bad Drawings | Math, teaching, copious metaphors, and drawings that will never ever earn a spot on the fridge.