Aprendizaje 3.0: herramientas para una nueva metodología
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Aprendizaje 3.0: herramientas para una nueva metodología

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Ponencia presentada por Juan Antonio Fernández en el III Encuentro Buenas Prácticas TIC en educación, celebrado en el CITA el 16 de noviembre de 2013.

Ponencia presentada por Juan Antonio Fernández en el III Encuentro Buenas Prácticas TIC en educación, celebrado en el CITA el 16 de noviembre de 2013.

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  • PROYECTO EDUCATIVO <br /> To summarise our educational vision we could say that we believe in  Early stimulation in Preeschool <br /> MI in Primary <br /> And active methodologies in Secondary and High school <br /> But actually,  Mi theory is everywhere: <br /> In preeschool we say that  we can see IM in acttion <br /> And when a secondary student is activel involved in his own learning we can see them using their intelligences in real contexts <br />
  • When we Talk about XXI century skills and IB profile …, when we want our students and in fact the whole educational community to be collaborators, problem solvers, … we are actually thinking about EACH of our students, each person in our community and we would like each of them to find their own way of personal growth <br /> Maestry <br /> Work ethic <br /> Teamwork <br /> communication <br />
  • FoR uS the student is at the center <br /> The student and his personal learning plan <br /> and this search for personalization of learning has transformed the school in four interrelated aspects: <br /> 1. There is a change in curriculum, methodology and assessment <br /> Curriculum, is engaging to both the students and the teachers by relating content to real life. Teaching for Understanding, Project based learning, cooperative learning, the infusion of critical and creative thinking skills into curricular content. The two previous changes needed of course a different kind of assessment. Using documentation gathered from observation of the classroom, anecdotal records, recordings, student portfolios, rubrics, self and peer assessment we will be able to assess the learning process of the student and help them to develop at their own pace. <br /> 2.This change also led us to consider a new role of the teacher <br /> By transforming the role of the teacher into a facilitator and/or guide for the student, the student is required to take an active role in his/her own learning and developmental process. <br /> 3. to look for a new kind of organisation <br /> Organisation has also required a transformation. Creating personalized small groups based on what a project needs and using team teaching as a organisational basis, as opposed to one class, one teacher are just some of the structures we have changed to better help the student and teacher. <br /> 4. the development of new kinds of learning spaces. <br /> Open, flexible spaces with movable furniture helped to both create and respect the use of the project based methodology of the Multiple Intelligences of our students Also, the use of laptops and Interactive whiteboards in class are aimed at fostering a proactive learning environment. <br />
  • FoR uS the student is at the center <br /> The student and his personal learning plan <br /> and this search for personalization of learning has transformed the school in four interrelated aspects: <br /> 1. There is a change in curriculum, methodology and assessment <br /> Curriculum, is engaging to both the students and the teachers by relating content to real life. Teaching for Understanding, Project based learning, cooperative learning, the infusion of critical and creative thinking skills into curricular content. The two previous changes needed of course a different kind of assessment. Using documentation gathered from observation of the classroom, anecdotal records, recordings, student portfolios, rubrics, self and peer assessment we will be able to assess the learning process of the student and help them to develop at their own pace. <br /> 2.This change also led us to consider a new role of the teacher <br /> By transforming the role of the teacher into a facilitator and/or guide for the student, the student is required to take an active role in his/her own learning and developmental process. <br /> 3. to look for a new kind of organisation <br /> Organisation has also required a transformation. Creating personalized small groups based on what a project needs and using team teaching as a organisational basis, as opposed to one class, one teacher are just some of the structures we have changed to better help the student and teacher. <br /> 4. the development of new kinds of learning spaces. <br /> Open, flexible spaces with movable furniture helped to both create and respect the use of the project based methodology of the Multiple Intelligences of our students Also, the use of laptops and Interactive whiteboards in class are aimed at fostering a proactive learning environment. <br />
  • The student <br /> Goals lead us to assume responsibility for one’s own life. <br /> Goals lead to better results, provided that the goals are clear, challenging and reasonable. <br /> The student has a Personal learning Plan with goals and strategies. <br /> The teacher, the personal coach and also the cooperative base group help the student set and manage those goals and strategies … <br />
  • Each student has his portfolio to …. Which helps the learner to reflect along the proces, document their learning, learn to learn in each of the subjects and during the schoolnyear about the competencies developed <br />
  • We want the student <br /> learn to use time and space as a resource for achieving goals. <br /> have a strong influence on how to use time <br /> develop the competence to manage time <br /> Through the use of the learning platform (Moodle) combined with Google apps calendar, the students can plan their time and their tasks. They will have the tasks added by the teachers with the deadlines and they can also add their own tasks to do every day. <br />
  • The student also organises his sources of information and web 2.0 tools with a Personal Learning Environment. <br /> But let us hear a student explaining how he uses it. <br />
  • FoR uS the student is at the center <br /> The student and his personal learning plan <br /> and this search for personalization of learning has transformed the school in four interrelated aspects: <br /> 1. There is a change in curriculum, methodology and assessment <br /> Curriculum, is engaging to both the students and the teachers by relating content to real life. Teaching for Understanding, Project based learning, cooperative learning, the infusion of critical and creative thinking skills into curricular content. The two previous changes needed of course a different kind of assessment. Using documentation gathered from observation of the classroom, anecdotal records, recordings, student portfolios, rubrics, self and peer assessment we will be able to assess the learning process of the student and help them to develop at their own pace. <br /> 2.This change also led us to consider a new role of the teacher <br /> By transforming the role of the teacher into a facilitator and/or guide for the student, the student is required to take an active role in his/her own learning and developmental process. <br /> 3. to look for a new kind of organisation <br /> Organisation has also required a transformation. Creating personalized small groups based on what a project needs and using team teaching as a organisational basis, as opposed to one class, one teacher are just some of the structures we have changed to better help the student and teacher. <br /> 4. the development of new kinds of learning spaces. <br /> Open, flexible spaces with movable furniture helped to both create and respect the use of the project based methodology of the Multiple Intelligences of our students Also, the use of laptops and Interactive whiteboards in class are aimed at fostering a proactive learning environment. <br />
  • THE CURRICULUM needs to be engaging for both students and teachers so we found that content should relate to real world interests. This made us offer some new subjects and integrate some subjects for Elementary and Secondary School and we have learnt that interdisciplinarity is crucial. <br /> In High School, the choice of subjects and specially, the core of the IB Diploma - Theory of Knowledge (TOK), Creativity, Action and Service (CAS) and Extended Essay, provide learners with personalised learning experiences. <br /> The student is allowed to choose personal research questions not only for the extended essay but also within the different subjects and during the development of projects. <br /> Students choosing an artist to research each week in Visual arts, or when they choose the real organisation to research for Business& Management, <br /> Poner imagen de investigacion matematica <br />
  • Project Based Learning (PBL) lends itself to personalised learning. As the design of the project is centered and focused on students, the teacher provides a space to meet the needs of the students in a variety of ways. The methodology allows the use of different resources and provides a good opportunity to balance the student&apos;s choice and the close monitoring by the teacher. Furthermore, it gives options to direct the learning depending on preparation, interest or learning style of each student. PBL allows differentiation in assessment, in process management, instruction and even content. <br />
  • n Design Thinking, the goal is to explore the widest possible area(s) for longer, to offer many or more potential lines of enquiry that students might end up exploring. The essential question(s) come much later in the process <br /> Design Thinking, the teacher avoids asking a question at all, and comes up with what we call a generative topic a curiosity-mongering statement that opens up an area of study, doesn&apos;t narrow it down. The questions that come from this investigation are the ones that students will go on to look at in more detail, come with ideas around solving or presenting. <br /> In Design Thinking the decision about which medium to use to show an idea lies entirely with the students, and again comes later in the process, when they know more about the initial exploratory topic. <br /> In Design Thinking Projects the student is part of the design of the learning experience from the very beginning. <br />
  • We allow our students to use a variety of tools based on Theory of Multiple Intelligences and Blooms Taxonomy to learn <br /> As they are presented many different options and resources during elementry and secondary, as they they develop their competence of learnig to learn they learn to choose the tool that best suits their learning stye or particular interest or need. <br /> Students using their knowledge of film studies to produce the final product of an english project. <br />
  • When the students can choose the product to show their learning and the product is something real <br /> with the help of rubrics, they will be able to self assess the product and the process and with the help of a critical friend, they will be able to improve the quality which will also improve the quality of their learning. <br />
  • FoR uS the student is at the center <br /> The student and his personal learning plan <br /> and this search for personalization of learning has transformed the school in four interrelated aspects: <br /> 1. There is a change in curriculum, methodology and assessment <br /> Curriculum, is engaging to both the students and the teachers by relating content to real life. Teaching for Understanding, Project based learning, cooperative learning, the infusion of critical and creative thinking skills into curricular content. The two previous changes needed of course a different kind of assessment. Using documentation gathered from observation of the classroom, anecdotal records, recordings, student portfolios, rubrics, self and peer assessment we will be able to assess the learning process of the student and help them to develop at their own pace. <br /> 2.This change also led us to consider a new role of the teacher <br /> By transforming the role of the teacher into a facilitator and/or guide for the student, the student is required to take an active role in his/her own learning and developmental process. <br /> 3. to look for a new kind of organisation <br /> Organisation has also required a transformation. Creating personalized small groups based on what a project needs and using team teaching as a organisational basis, as opposed to one class, one teacher are just some of the structures we have changed to better help the student and teacher. <br /> 4. the development of new kinds of learning spaces. <br /> Open, flexible spaces with movable furniture helped to both create and respect the use of the project based methodology of the Multiple Intelligences of our students Also, the use of laptops and Interactive whiteboards in class are aimed at fostering a proactive learning environment. <br />
  • FoR uS the student is at the center <br /> The student and his personal learning plan <br /> and this search for personalization of learning has transformed the school in four interrelated aspects: <br /> 1. There is a change in curriculum, methodology and assessment <br /> Curriculum, is engaging to both the students and the teachers by relating content to real life. Teaching for Understanding, Project based learning, cooperative learning, the infusion of critical and creative thinking skills into curricular content. The two previous changes needed of course a different kind of assessment. Using documentation gathered from observation of the classroom, anecdotal records, recordings, student portfolios, rubrics, self and peer assessment we will be able to assess the learning process of the student and help them to develop at their own pace. <br /> 2.This change also led us to consider a new role of the teacher <br /> By transforming the role of the teacher into a facilitator and/or guide for the student, the student is required to take an active role in his/her own learning and developmental process. <br /> 3. to look for a new kind of organisation <br /> Organisation has also required a transformation. Creating personalized small groups based on what a project needs and using team teaching as a organisational basis, as opposed to one class, one teacher are just some of the structures we have changed to better help the student and teacher. <br /> 4. the development of new kinds of learning spaces. <br /> Open, flexible spaces with movable furniture helped to both create and respect the use of the project based methodology of the Multiple Intelligences of our students Also, the use of laptops and Interactive whiteboards in class are aimed at fostering a proactive learning environment. <br />
  • From the students “Need to know”, the teachers offer different types of sessions so that the students can choose from at a given time. <br />
  • FoR uS the student is at the center <br /> The student and his personal learning plan <br /> and this search for personalization of learning has transformed the school in four interrelated aspects: <br /> 1. There is a change in curriculum, methodology and assessment <br /> Curriculum, is engaging to both the students and the teachers by relating content to real life. Teaching for Understanding, Project based learning, cooperative learning, the infusion of critical and creative thinking skills into curricular content. The two previous changes needed of course a different kind of assessment. Using documentation gathered from observation of the classroom, anecdotal records, recordings, student portfolios, rubrics, self and peer assessment we will be able to assess the learning process of the student and help them to develop at their own pace. <br /> 2.This change also led us to consider a new role of the teacher <br /> By transforming the role of the teacher into a facilitator and/or guide for the student, the student is required to take an active role in his/her own learning and developmental process. <br /> 3. to look for a new kind of organisation <br /> Organisation has also required a transformation. Creating personalized small groups based on what a project needs and using team teaching as a organisational basis, as opposed to one class, one teacher are just some of the structures we have changed to better help the student and teacher. <br /> 4. the development of new kinds of learning spaces. <br /> Open, flexible spaces with movable furniture helped to both create and respect the use of the project based methodology of the Multiple Intelligences of our students Also, the use of laptops and Interactive whiteboards in class are aimed at fostering a proactive learning environment. <br />
  • We could talk a long time about space transformation <br /> Making sure that there are space for personal work and reflection (caves), <br /> space for collaboration <br /> spaces for getting together to hear an expert (campfire). This expert could be the teacher, a student or an external speaker … <br /> Physical space is the most obvious, most often overlooked and most powerful learning space. It is critical that learning spaces are inviting, functional and inspirational. The physical configuration of a space guides the type of activity within it, placing constraints and boundaries on the activities. <br /> agile <br /> • educative <br /> • adaptive <br /> • instant <br /> • mobile <br /> • practical <br /> • personal <br /> • relational <br /> • diverse <br /> • transparent <br /> • community-building <br /> • multi functional <br /> • multimodal <br /> • sensitive (voice, touch) <br /> • authentic <br /> • clever <br />
  • there&apos;s some compelling research showing how much more learning takes place when students work collectively in a team, coaching each other to create a team-based product of learning with individual accountability built in. The effect of cross-age or cross-ability coaching is equivalent to every student, not just the one "being coached", having one-on-one teacher coaching. <br /> The cultural norms that develop in an environment where groups of people spend time together to achieve a purpose, manifest themselves through the relationships between participants. Setting up a community of learners is essential. <br />
  • It is clear within this culture that we also need the virtual space to allow this sharing and collaboration. And M del mar, a student of 2nd IB, is going to explain her experience. <br />
  • Another example of sharing knowledge which is happening in our world and the students benefit from are the open courses from different institutions and universities. <br />
  • When whole units of work are delivered and documented online,we need to frame the learning to suit the space. We use the term “learning landscape” because the learning is all there between us and the horizon. Students enter this space every lesson, just as they enter a physical space. The impression and effect of the space on students is similar to the impact of a physical space. <br /> Landscape: imagine every learning resource, activity, exercise, challenge, the student could engage with. Picture this on a landscape: everything from broad/open Project Based Learning activities : … video/audio tutorials, interactive tutorials, simple Word documents, quiz questions, instructions to copy out definitions. Whatever!! This is the landscape: the students will never see it. It is the &apos;sum of all paths&apos;. It is the &apos;exhaustive list of possibilities&apos;. <br /> This concept will take some getting used to if you think in linear programming terms. Linear programming is highly inefficient. Differentiation does not equal catering for both ends of some bell curve. Differentiation can mean every student takes a different path, like free range chickens. The landscape represents all resources/activities/opportunities/experiences on offer. Sum total of learning experiences offered <br />
  • Whe there is a variety of options available for the student, we have to ask: <br /> How can we communicate learning opportunities? When there is only one option, and for everybody the same, the teacher just explains what has to be done. <br /> We need a Visual representation of the learning landscape and that s what we could call a Visual Frame: the students never see the raw landscape. They see a &apos;frame&apos; which is a visual guide, like a monopoly board, or a map - any genre that suits. The frame shows which paths are legitimate through the landscape. If the frame is a &apos;menu&apos; style frame, the students can jump all over the map. Equally the frame could indicate 2, 3, 4, or many pathways. <br /> This is the equivalent of a game-board. <br /> Each icon on this map is hyperlinked to sequences of resources/activities of many different types <br />
  • If we want to find the balance between freedom and structuret, he teacher chooses when to allow freedom for the learner and when to place constraints <br /> The teacher decides which are the compulsory learning experiences <br /> . <br /> certain parts of the map can be marked &apos;Gateways&apos; for the purposes of cross-referencing with mandated outcomes, and standardised assessment. All students must pass through the gateways. This is the equivalent of &apos;you must pass go&apos;, HOWEVER you can also build gateways that span pathways, for instance: &apos;explore topic X in one of these forms:&apos; or &apos;demonstrate outcome X in one of these forms, around one of these topics&apos; (or any form, any topic!). <br />
  • When each student is working at his own pace or has been given options to choose from, we need a Strategy to keep track of who has done what <br /> managing a project - you may set up various measures to guage your progress, key breakthroughs, etc. Basic tracking systems can include points-tracking systems & badges systems (i.e. you complete this challenge, you&apos;re assigned this badge). However, tracking systems can be very sophisticated. <br /> tracking mechanisms are used mainly to give students a sense of location, orientation and movement through the learning landscape. <br /> How do students who can&apos;t self-direct cope? <br /> They CAN self-direct! The only reason you might think they can&apos;t is because they are used to a system that trains them into passivity. There is an induction process required, and many students &apos;kick and scream&apos; about what they are being expected to do, because it&apos;s much harder to self-direct. At the other end of this learning curve they emerge with much broader skillsets. When we position students to be passive we rob them of this chance to grow. <br /> What about students who...? (Fill in the blank) <br /> Students who need help get far more help in this model, because the teachers are freed up from micromanaging what the class is doing. In fact, classroom management becomes a non-issue. This time is put into direct, customised assistance just where it is needed. <br />
  • Tour <br /> HG <br /> Bachiilerato?? <br />

Transcript

  • 1. TECNOLOGÍA Y PERSONALIZACIÓ NCAN IMPROVE HOW TECHNOLOGY Peñaranda de Bracamonte PERSONALISATION
  • 2. COL·LEGI MONTSERRAT 1926 E. Infantil E. Primaria E.S.O. Bachillerato (IB Diploma & LOE) 1018 alumnos 70 profesores
  • 3. S ÍA ES OG S L A PL O IV D T TI L O C Ú T A E O M NA M R AS I RA P P NC E EM T IG L N E IÓ T IN AC UL IM T ES
  • 4. COMPETENCIAS SIGLO XXI EFECTIVIDAD ORGANIZACIONAL HABILIDADES COMUNICATIVAS RESOLUCIÓN DE PROBLEMAS HABILIDADES INTERPERSONALES DESARROLLO PERSONAL ESCUCHA LEADERSHIP COMPETENCIA LECTORA CREATIVIDAD INFORMÁTICA ESTABLECER OBJETIVOS TRABAJO EN EQUIPO
  • 5. CLICK INICIAL PEQUEÑA INVESTIGACIÓN PEQUEÑA INVESTIGACIÓN PROFUNDIZACIÓN PROFUNDIZACIÓN SINTESIS Y PRODUCTO FINAL SINTESIS Y PRODUCTO FINAL SINTESIS Y PRODUCTO FINAL PROFUNDIZACIÓN SINTESIS Y PRODUCTO FINAL SINTESIS Y PRODUCTO FINAL
  • 6. EMISOR Moodle=webs TECNOLOGIA CANAL DE COMUNICACIÓN RECEPTOR Creatividad=formato
  • 7. DIARIO DE VIAJE Plan Personal de Aprendizaje Objetivos y Estrategias Reflexión
  • 8. PORTFOLIO
  • 9. Gestión del Tiempo
  • 10. SYMBALOO … PLE Entorno Personal de Aprendizaje
  • 11. Català y Lengua Castellana (Comunicación) Proyecto Científico (Física y Química, Biología, Matemáticas, Plástica y Tecnología) Sociales (Nómadas, Historia Encantada, Crónicas Vividas) Huerto Escolar CURRICULUM CURRICULUM Proyecto Humanístico (Sociales, Religión y Ética) Drama Matemáticas (Entusiasmat, Steps) Film Ámbitos de Aprendizaje Proyecto Madame Curie Workshops Proyectos de Comprensión (IM) Proyectos de Investigación TAC Aprendizaje Experiencial INDICADORES Master Class Prácticas Aprendizaje y servicio Aprendizaje Cooperativo Aprendizaje plurilingüe según el Marco Europeo Rúbricas Aprendizaje basado en ACTIVIDADES IM Problemas (PBL) Productos Examen Oral E-learning Examen Escrito METODOLOGÍAS METODOLOGÍAS Proyectos Inteligentes (Competencias) Being an Entrepreneur EVALUACIÓN EVALUACIÓN SEGUIMIENTO Y REFLEXIÓN Entrevistas Autoevaluación Pensamiento Crítico y Portfolio Creativo (Rutinas y Destrezas Registros de Observación AICLE (Aprendizaje integrado de contenido y lenguas extranjeras) Evaluación entre iguales
  • 12. CURRICULUM Elección, interdisciplinariedad Conexión
  • 13. METODOLOGÍA Project Based Learning
  • 14. METODOLOGÍA Design Thinking
  • 15. METODOLOGÍA Opciones: Proceso
  • 16. EVALUACIÓN Opciones: Productos Evaluación Critical friends
  • 17. Nuevas Competencias (P.Perrenoud) “Lifelong learning” Portfolio Docente Coach Tutorias Master Class ROL DEL PROFESOR Planificar Coreografías Didácticas Grupos de investigación TPACK Práctica Reflexiva Personalización del Aprendizaje (participa en su propio curriculum y metodología) Autonomía Metacognición PLE (Entorno Personal de Aprendizaje Protagonista de su Aprendizaje ROL DEL ALUMNO Pasa de Leer – Escribir – Contar (3R) a Explorar – Expresar – Comunicar (3X) Desarrollo de sus competencias Plan Personalizado de Aprendizaje
  • 18. ROL DEL PROFESOR Tutor Personal de un grupo de alumnos Profesor de Asignatura Profesor General Miembro de un equipo Más tiempo con los alumnos
  • 19. ORGANIZACIÓN g Coachin Workshop Lab session SeminarIo Sel fS Conferen cia Sesión Comunicativa tud y Team Teaching Opciones: Sesiones
  • 20. ESPACIO FÍSICO Cave: Uno a uno mismo Campfire: Uno a muchos Watering Hole: Muchos con muchos
  • 21. ESPACIO CULTURAL Cooperative Learning
  • 22. ESPACIO VIRTUAL Compartir conocimiento: blogs …
  • 23. ESPACIO VIRTUAL E-learning Blended Learning
  • 24. ESPACIO VIRTUAL s nt o e im er xp Proyectos E Tutoriales Actividades rios estiona Cu ¿Cómo podemos equilibrar libertad y estructura? Learning Landscape S.Collis
  • 25. ESPACIO VIRTUAL ¿Cómo podemos comunicar las oportunidades de aprendizaje? Visual Frame
  • 26. Gateways Gateways ¿Cómo podemos comunicar qué es opcional y qué es obligatorio?
  • 27. Tracking System ¿Cómo podemos saber quién está haciendo qué? ¿Cómo puede situarse el alumno dentro de su proyecto de aprendizaje?
  • 28. Gracias! www.cmontserrat.org