Estrategias innovativas

Presentación del tema: "Estrategias innovativas"— Transcripción de la presentación:

1 Estrategias innovativas
Una mirada práctica sobre la enseñanza efectiva del aprendizaje estudiantil Dr. James Greenberg University of Maryland Estados Unidos Universidad de Concepción Buenas tardes a todos. Estoy muy contento estar con ustedes hoy. Gracias a Vice-Rector, Ernesto Figueroa y el todo grupo de la Universidad de Concepcion por mucho mucho trabajo de organizacion de esto gran congreso. Pero, soy solamente un viejo gringo. No puede hablar espanol bien; entonces, muchas gracias a mi super collega, Prof. Roberta Lavine, muy inteligente y bonita, para traduccion y apoyo.

2 ¿Qué sabemos sobre el aprendizaje?
El problema de comenzar con estrategias antes de plantear los propósitos y evaluar el conocimiento previo La teoría sobre el aprendizaje ha evolucionado a partir de investigaciones sobre el cerebro y las prácticas educativas, a través de la experiencia y la investigación del conocimiento del contenido pedagógico. El cambio de un paradigma de enseñanza a uno de aprendizaje ha puesto al estudiante –no al docente- en el centro del proceso. Como docentes, se nos evaluará no tanto en nuestro desempeño, sino en cuanto a qué tan bien los estudiantes aprenden. 1) Why do we want to know about “innovative strategies?” for teaching? Why should we care? BECAUSE we want to be better teachers! But, being better teachers means FIRST truly understanding what the REAL job of a teacher is…i.e. what do we need to understand about what we do BEFORE we talk about better ways of doing “it.” So… FUNDAMENTALCONCERN OF MINE THAT I WANT TO ESTABLISH BEFORE WE START: 2..We often start with strategies: what are the latest techniques, the newest technologies, the newest toys? A prior question has to be: what do we know about learning and what do we want our students to know, i.e. what is our purpose as teachers FOR THIS PARTICULAR GROUP OF STUDENTS ON THIS PARTICULAR TOPIC! 3). Learning theory has evolved through research on the brain and on education practice, through experience, and through discipline specific inquiry into pedagogical content knowledge For some this is not innovative; for many others, judging from common practice, it is…. 4)The paradigm shift from a teaching paradigm to a learning paradigm has put the student – not the teacher – in the center of the question. We teachers will be measured not by how we perform, but by how well our students learn. 5.THIS IS IMPORTANT BECAUSE THE REAL QUESTION IS NOT WHAT IS INNOVATIVE… BUT RATHER, WHAT IS EFFECTIVE?

3 ¿Qué queremos que nuestros estudiantes aprendan?
Definir las metas y objetivos –en términos de los resultados del aprendizaje estudiantil- es esencialmente importante. Para obtener resultados significativos y útiles, es necesario un aprendizaje profundo y el aprender para COMPRENDER Es un desafío lograr RETENER conceptos y conocimiento; pero la buena enseñanza puede permitir lograrlo 1.)Defining goals and objectives – in terms of student learning outcomes – is fundamentally important. … there are 2 other meetings going on parallel to this one; they focus on the definition and use of learning outcomes and competencies and quality control. Much of the world is engaged in this process. BUT, what is written on official documents and papers is not worth much unless WE TEACHERS know clearly FOR OURSELVES what outcomes we want our students to go away with. 2) Deep learning, learning for UNDERSTANDING, is necessary for a meaningful and useful result… superficial learning is useless; deep learning, i.e. learning for UNDERSTANDING needs to be part of every teacher’s goal; 3) Achieving RETENTION of concepts and knowledge is a challenge; but good teaching can help accomplish this goal. Not just learning for now, but making it part of us so we may use that learning to solve new problems in the future. Elaborate on each of the above; reinforce that these are fundamental to all student learning; 2 graphics will examine these.

4 ¿Cómo ayudamos a que los estudiantes retengan lo que aprenden?
Clase Lectura Audio-Visual Demonstración Research tells us that different teaching strategies in general support learning retention more or less effectively. (Explain each) Let me tell you a story: Tell the story of John Lizotti – an exception: each lecture was a dramatic and engaging experience. I am not like that. How many of you are John Lizotti? Then – we must examine alt. strategies… some suggestions to come… Discusión Grupal Práctica Concreta Enseñar a otros/ Uso inmediato

5 El orden esencial: Métodos Objetivos
El camino para el Aprendizaje Estudiantil: ¡La clave es ‘Consistencia’! Evaluación Métodos Objetivos TO BEGIN WITH: Got to start with a clear idea of goals: everything else comes from that (comenzar con un claro establecimiento de objetivos; el resto se sigue de esto) Not innovative, but essential!

6 ¿Qué sabemos del aprendizaje?
El desarrollo cognitivo es un proceso del DESARROLLO Construimos nuevo aprendizaje y conocimiento a partir del conocimiento y comprensión previa de algo El aprendizaje es un proceso social, en el cual participan las emociones y el contexto, así como los procesos cognitivos Los estilos de aprendizaje –y de enseñanza- difieren. Cognitive development is a DEVELOPMENTAL process. 2) We build new learning, new knowledge on prior knowledge and understandings. 3) Learning is a social process, and involves emotions and environment as well as cognitive processes. 4) Learning styles – and teaching styles – differ. ON THIS LAST POINT, How are these exaggerated when you have a variety of cultures, EXPERIENCES, LEVELS OF ABILITY in the classroom? What unexpected barriers? Your assumptions and their assumptions: different. Perhaps about everything! – protocol; turn taking; expectations; vocabulary. What have you encountered? Cultural differences, e.g. re: informality, space, TIME (Africa vs. German) RELATIONSHIPS; Stereotypes WHAT PRIOR KNOWLEDGE IS BROUGHT IN. HOW WE UNDERSTAND THE WORLD. LANGUAGE – ALL THESE ARE FUNDAMENTALS ON WHICH WE BUILD NEW KNOWLEDGE AND MEANING.

7 Puntos básicos del Aprendizaje y Desarrollo Cognitivo: la teoría que apoya a la experiencia
Dos elementos claves: Tenemos un mapa mental que guía nuestra habilidad para comprender y hacer cosas. A medida que crecemos y nos desarrollamos, los ‘detalles’ del mapa se van completando; el marco se transforma en una ‘casa’. Las instrucciones, las rutas se aclaran y se hacen familiares. Las conexiones se establecen entre distintos puntos del mapa; se desarrolla el sentido y madura el conocimiento, la habilidad y la comprensión. No podemos aprender algo nuevo fuera de un contexto –o simplemente colgarlo en cualquier lugar. Debemos CONECTAR lo nuevo con aquello que ya está ubicado en algún lugar de nuestro mapa. Expanding on the previous slide…..Connecting new learning to prior learning is fundamental. Two major components from brain research re: learning process: We have a mental map which directs our ability to understand and do things. As we grow and develop, the details of the map get filled in; the framework becomes a “house.” The directions, the routes get clearer and more familiar. Connections are made among the sites on the map; meaning is developed and knowledge and skill and understanding mature. We can’t just learn new things out of context -- or they just hang out there. We must CONNECT new learning to the sites already established. "So our environment, including the classroom environment, is not a neutral place. We educators are either growing dendrites or letting them wither and die. The trick is to determine what constitutes an enriched environment. A few facts about the brain's natural proclivities will assist us in making these determinations: 1. The brain has not evolved to its present condition by taking in meaningless data; an enriched environment gives students an opportunity to make sense out of what they are learning, what some call the opportunity to "make meaning" .2.. The brain is essentially curious and it must be to survive. It constantly seeks connections between the new and the known. Learning is a process of ACTIVE CONSTRUCTION by the learner and enrichment gives students the opportunity to relate what they are learning to what they already know. As noted educator Phil Schlechty says, "Students must do the work of learning." 3. The brain is innately social and collaborative. Although the processing takes place in our students independent brains, their learning is enhanced when the environment provides them with the opportunity to discuss their thinking out loud to bounce their ideas off their peers and to produce collaborative work. So, form groups: The main idea was importance of making connections. Write for one min., then discuss, how do you help your students (strategies) connect new learning to prior learning so that it is meaningful!

8 Estrategias de Aprendizaje
EL APRENDIZAJE ACTIVO ES EL ‘PARAGUAS’ BAJO EL CUAL SE PLANTEAN LAS ESTRATEGIAS DE APRENDIZAJE MÁS INNOVADORAS; 1. Aprendizaje Cooperativo: Estructuras para promover la participación activa Importancia de la estructura Interdependencia positiva Interacción promovida cara-a-cara Responsabilidad individual Habilidades sociales (comunicación, confianza, liderazgo, toma de decisiones, resolución de conflictos) Proceso grupal (reflexionar sobre el éxito del grupo y cómo se puede mejorar el proceso) ACTIVE LEARNING IS THE “UMBRELLA” UNDER WHICH MOST INNOVATIVE LEARNING STRATEGIES STAND; All fall under mode of Active Learning as students must be involved – constructivism. Remember the Learning Pyramid: the more you trend toward greater retention (and understanding), the more active the learner is. SO WHAT ARE THE STRATEGIES FOR ACHIEVING ACTIVE LEARNING? CL – see the elements: this is not group learning or cooperative ONLY; it has specific structures; we’ll elaborate in the workshop.

9 Más Estrategias de Aprendizaje
Participación y Construcción La motivación es importante para el aprendizaje Trabajar para realizar algo que tenga sentido es más importante que trabajar para satisfacer a un docente Se puede aplicar sobre problemas reales de la sociedad, a nivel local o global, por ejemplo con los trabajos de investigación Aprendizaje Basado en Problemas: 2 objetivos claves … 1. Ayudar al estudiante a que adquiera un volumen integrado de conocimiento en relación a un problema 2. Ayudar al estudiante a que desarrolle y utilice habilidades para la resolución de problemas. Es esencial el uso de casos bien diseñados y del trabajo grupal (un buen ejemplo es la Universidad de Maastricht) Engagement and Construction (Yuan’s example) make something, not just meaningless paper for teacher. And with technology – distance learning create a book. Social applications – volunteer work in helping to use technology/business. Research is real work – often not taught to students; how to research a problem Problem-based learning (PBL) is an exciting way to learn biology and is readily incorporated into large classes in a lecture hall environment. PBL engages students in solving authentic biological case problems, stimulating discussion among students and reinforcing learning. A problem-based learning environment emulates the workplace and develops self-directed learners. This is preferable to a mimetic learning environment in which students only watch, memorize, and repeat what they have been told. THIS IS BROUGHT TO HIGH LEVEL WITH PROBLEM BASED LEARNING (1) Form Small Groups METHOD FOR INSTRUCTORS The examples given here are suitable for use in a first year college biology lecture theater, but the method is applicable to any class size and educational level (2) Present the Problem You may decide to devote all or part of a class session to PBL, but students must form small work groups during that time. Ask the students to form groups of 3-5 people, or assign the groups yourself or by lottery. Present the students with a brief problem statement (preferably on a printed work sheet, an example of which is shown below), e.g., "A 28-year-old man appears to have osteoporosis." In some cases a video clip or specimen might be used as a trigger. Emphasize to the students that they are dealing with an authentic case history. Bizarre problems work best [more examples follow]. Prior to class you should review the case history and arm yourself with data that can be released incrementally (progressive disclosure) as the case proceeds. There is a comprehensive data set for the osteoporosis problem in the New England Journal of Medicine, 1994, 331: ; Needless to say, the students should not be given the reference, as the objective is to solve a problem, not read a solution. Ask the groups to brainstorm possible causes of the osteoporosis. Each group will have to discuss, review, or investigate the biology of bone, including the role of osteoblasts, diet, vitamin D, parathyroid hormone, growth hormone, calcitonin, kidney function, etc. This is when much learning occurs, as the students help each other understand the basic biology. PBL students must reflect upon biological mechanisms rather than just memorize facts (as might occur in some traditional lecture-only courses). The instructor circulates among the groups, providing assistance but not solutions. The groups may well explore avenues unanticipated by the instructor. This is highly desirable and should not be discouraged. The instructor should avoid controlling the agenda of the groups. Each group ranks its hypotheses in order of priority and prepares requests for more data. (E.g., for calcium deficiency hypothesis -- "What did he usually eat?") (3) Activate the Groups Ask that a rep from each group place their top priority hypothesis or data request on the chalkboard (if already entered by another group, place their second choice, etc.). If this is not practical, ask for oral suggestions from the groups when the small group work is halted and the class is reconvened. Student suggestions may include – (4) Provide Feedback METHOD FOR STUDENTS Effective problem-solving requires an orderly approach. Problem-solving skills do not magically appear in students as a result of instructors simply throwing problems at them. (1) Define the Problem Carefully Our students use the following heuristic: "How to make a DENT in a problem: Define, Explore, Narrow, Test.” What exactly are you trying to determine? Does the problem have several components? If several, state them separately. Does everyone in the group agree with the way the problem has been framed? Ask group members to "think out loud," as that slows down their reasoning and enables people to check for errors of understanding. Brainstorm ideas that may contribute to a solution. Justify your ideas to group members. Clarify for them the biology involved. Have them paraphrase your ideas. Listen carefully to the ideas of other group members and give positive feedback. Make a list of learning issues. What do we know? What don't we know? Is this problem analagous to any past problem? What core biological concepts may apply to this problem? Assign research tasks within the group. (2) Explore Possible Solutions CASE STUDIES WORK TOO. USE REAL ONES FROM LATIN AMERICA… (SEE YUAN’S WORK)

10 Evaluación como Estrategia de Aprendizaje
Técnicas de Evaluación en el aula (CATs)* Evaluación en un minuto o Ensayo de un minuto ¿Qué fue lo más importante que aprendió en clase hoy? ¿Qué pregunta o preguntas tiene? * Estas iniciativas deben ser adaptadas a la realidad de su propia situación para tener éxito. gather data and process. EXPLAIN HOW CATS ARE TO ASSESS YOUR OWN TEACHING, BUT THEY ARE STRATEGIES FOR LEARNING TOO. WE’LL ELABORATE IN OUR WORKSHOP. Still to do:

11 Estrategia de Aprendizaje
Evaluación como Estrategia de Aprendizaje Diferentes niveles de preguntas, según la taxonomía de Bloom Tomar los exámenes y ensayos/trabajos como mecanismos de retroalimentación (feedback) ASKING QUESTIONS IS THE MOST BASIC OF ASSESSMENTS, AND OF TEACHING STRATEGY TO ENGAGE STUDENT THINKING. BUT, MUST USE NOT JUST FACT RECALL, BUT ANALYSIS AND EVALUATION ?’S AS WELL. TESTS ARE PERVASIVE ALSO. WHATEVER PROJECTS, USE THEM AS TEACHING STRATEGIES THROUGH CAREFUL COMMENTS, SUGGESTIONS, ADDITIONAL QUESTIONS.

12 No hay una solución única
Diferentes estrategias son efectivas para distintos propósitos, contextos y docentes La mayoría de los cursos se benefician incorporando diversas estrategias Conócete a ti mismo: éste es el punto de partida GRACIAS