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Lourdes Cardenal Mogollón
Lourdes Cardenal Mogollón

Taller para explicar la investigación sobre nuevas metodologías llevada a cabo en la asignatura de filosofía y presentar los primeros resultados de la investigación

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The  research  is  about  how  students  learn  be2er  contents  and  how  they   increase  more  21st  century  Skills.     We  assess  these  improvement  both  in  short-­‐term  memory  and  long-­‐term   memory.     RESEARCH  TOPIC  
CONTENTS  WE  WANT  STUDENTS  TO  LEARN   1.  Socrates  2.  Sophists  3.  Plato  4.  Aristotle     HISTORY  OF  ETHICS:  GREECE  
SKILLS  WE  WANT  STUDENTS  TO  IMPROVE   4             1.  Ability  to  compare   different  theories  and   ideas.     2.  Skill  to  connect  and   relate  significantly   with  our  society  and   reality.     3.  Ability  to  criTcize   jusTfiably  the  weakest   author.     4.  Skill  to  argue  in  favour   of  one  point  of  view.    
GROUPS   METHODOLOGY   METHODOLOGIES   ASSESSMENT   All  students  have  the   same  @me  and  all  of   them  fill  the   assessment  text  at  the   same  @me   Students  are  divided   in  4  groups.     It  is  done  randomly   Each  group  will  work   with  a  different   methodology.     They  don´t  choose.       The  methodologies  are:     1-­‐  Coopera@ve  learning   2.  Gamifica@on   3.  Tradi@onal  style   4.  Web  2.0  tools     METHODOLOGY  
COOPERATIVE  LEARNING  
A  worksheet  was  prepared  by  the  teacher  so   that,  by  doing  it,  students  had  to  research  and   understand  the  contents  expected  to  be  learnt.       Students  had  to  do  3  exercises,  with  3  different   coopera@ve  informal  techniques  (1-­‐2-­‐4,  Pencils   to  the  center  and    Revolving  sheet.       Through  the  exercises  students  had  to  compare   philosophers,  relate  a  text  with  theories,   interpret  and  understand.     The  teacher  didn´t  explain  anything  to   students,  they  learnt  all  by  working  together.     COOPERATIVE  ACTIVITY  
COOPERATIVE  ACTIVITY  
The  teacher  created  a  videogame   with  all  the  contents  of  the  unit.       Students  played  it  individually  as   many  @mes  as  they  wanted.       The  game  has  a  dura@on  of  20-­‐25   minutes.     The  teacher  didn´t  explain   anything  to  students,  they  learnt   all  by  playing.   GAMIFICATION  ACTIVITY  
GAMIFICATION  ACTIVITY  
WEB  2.0  TOOLS  
Students  had  to  choose  any  Web  2.0  tool   and  create  a  presenta@on-­‐abstract  of  the   unit  contents.       They  also  had  to  make  a  mind-­‐map  with  a   Web  2.0  tool.       A^er  doing  it,  they  explained  what  they   had  done  to  our  students  (they  prepared   their  speech  before  the  assessment  text   but  didn´t  make  the  explana@on  un@l  the   long-­‐term  memory  text  was  done).     The  teacher  didn´t  explain  anything  to   students,  they  learnt  all  by  researching   and  working  with  2.0  tools.         WEB  2.0  ACTIVITY  
WEB  2.0  ACTIVITY  
TRADITIONAL  METHODOLOGY  
The  teacher  explained  all  the   contents  with  a  blackboard  and  a   chalk,  trying  to  do  it  in  the  be2er   way,  with  examples,   clarifica@ons…     TRADITIONAL  EXPLANATION  
The   text   evaluated   both   contents  and  skills   Contents   were   18   points   and   skills   were   18   points   too   It  was  done  4  @mes:     I-­‐II   To   see   what   they   knew   before   the  lesson   III-­‐  To  evaluate  short-­‐term  memory   IV-­‐  To  evaluate  long-­‐term  memory   Short-­‐term  memory  was  done   just  a^er  the  ac@vi@es.   Long   term   memory   48   hours   a^er  the  ac@vi@es   THE  ASSESSMENT   A   sheet   of   rubrics   was   designed  to  correct  the   text.  
ASSESSMENT  TEXT  
RUBRICS  
WHAT  HAPPENS  WITH  THE  RESULTS?   We  have  studied  and   compared  all  the  data,   calcula@ng  medias,  and   finding  the  following   results…  
Building  results…   Calcula@ng  skills   acquisi@on…   Calcula@ng  learnt   content…   Outcomes  in  short-­‐term   memory…   Outcomes  in  long-­‐term   memory…  
Do  the  research  with  more  students   Do  the  research  in  other  disciplines  and  subjects   Do  the  research  in  other  context   We  need  your  help  to  see  if  results  are  similar  in  Spain  and  Turkey.       If  you  help  us  we  could  do  a  great  improvement  to  New  Methodologies  research!     Do  you  want  to  join  us?     SO….   AND  NOW…  WHAT?  
The   tradi@onal   methodology   doesn´t   look   bad   when   we   look  upon  the  contents  students  acquire  at  the  moment.   But  only  2  days  later  they  remember  hardly  anything!!     Web   2.0,   coopera@on   and   gamifica@on   help   students  to  have  a  significantly  knowledge  (skills)   but  tradi@onal  methodology  don´t.   Coopera@ve   learning   have   some   cri@cal   problems.   Some  students  learn  a  lot  and  some  others  nearly   nothing.   Some  conclusions   All  the  ac@ve  methodologies  have  be2er  results  with  long-­‐term   memory  than  with  short-­‐term.  It´s  like  if  they  had  processed  the   informa@on  a^er  a  @me  and  they  can  use  be2er  the  knowledge   The   best   way   to   learn   contents   and   also   skills   is   gamifica@on.  At  least  in  this  study.  

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Research workshop

  • 1.
  • 2. The  research  is  about  how  students  learn  be2er  contents  and  how  they   increase  more  21st  century  Skills.     We  assess  these  improvement  both  in  short-­‐term  memory  and  long-­‐term   memory.     RESEARCH  TOPIC  
  • 3. CONTENTS  WE  WANT  STUDENTS  TO  LEARN   1.  Socrates  2.  Sophists  3.  Plato  4.  Aristotle     HISTORY  OF  ETHICS:  GREECE  
  • 4. SKILLS  WE  WANT  STUDENTS  TO  IMPROVE   4             1.  Ability  to  compare   different  theories  and   ideas.     2.  Skill  to  connect  and   relate  significantly   with  our  society  and   reality.     3.  Ability  to  criTcize   jusTfiably  the  weakest   author.     4.  Skill  to  argue  in  favour   of  one  point  of  view.    
  • 5. GROUPS   METHODOLOGY   METHODOLOGIES   ASSESSMENT   All  students  have  the   same  @me  and  all  of   them  fill  the   assessment  text  at  the   same  @me   Students  are  divided   in  4  groups.     It  is  done  randomly   Each  group  will  work   with  a  different   methodology.     They  don´t  choose.       The  methodologies  are:     1-­‐  Coopera@ve  learning   2.  Gamifica@on   3.  Tradi@onal  style   4.  Web  2.0  tools     METHODOLOGY  
  • 7. A  worksheet  was  prepared  by  the  teacher  so   that,  by  doing  it,  students  had  to  research  and   understand  the  contents  expected  to  be  learnt.       Students  had  to  do  3  exercises,  with  3  different   coopera@ve  informal  techniques  (1-­‐2-­‐4,  Pencils   to  the  center  and    Revolving  sheet.       Through  the  exercises  students  had  to  compare   philosophers,  relate  a  text  with  theories,   interpret  and  understand.     The  teacher  didn´t  explain  anything  to   students,  they  learnt  all  by  working  together.     COOPERATIVE  ACTIVITY  
  • 9.
  • 10. The  teacher  created  a  videogame   with  all  the  contents  of  the  unit.       Students  played  it  individually  as   many  @mes  as  they  wanted.       The  game  has  a  dura@on  of  20-­‐25   minutes.     The  teacher  didn´t  explain   anything  to  students,  they  learnt   all  by  playing.   GAMIFICATION  ACTIVITY  
  • 13. Students  had  to  choose  any  Web  2.0  tool   and  create  a  presenta@on-­‐abstract  of  the   unit  contents.       They  also  had  to  make  a  mind-­‐map  with  a   Web  2.0  tool.       A^er  doing  it,  they  explained  what  they   had  done  to  our  students  (they  prepared   their  speech  before  the  assessment  text   but  didn´t  make  the  explana@on  un@l  the   long-­‐term  memory  text  was  done).     The  teacher  didn´t  explain  anything  to   students,  they  learnt  all  by  researching   and  working  with  2.0  tools.         WEB  2.0  ACTIVITY  
  • 16. The  teacher  explained  all  the   contents  with  a  blackboard  and  a   chalk,  trying  to  do  it  in  the  be2er   way,  with  examples,   clarifica@ons…     TRADITIONAL  EXPLANATION  
  • 17. The   text   evaluated   both   contents  and  skills   Contents   were   18   points   and   skills   were   18   points   too   It  was  done  4  @mes:     I-­‐II   To   see   what   they   knew   before   the  lesson   III-­‐  To  evaluate  short-­‐term  memory   IV-­‐  To  evaluate  long-­‐term  memory   Short-­‐term  memory  was  done   just  a^er  the  ac@vi@es.   Long   term   memory   48   hours   a^er  the  ac@vi@es   THE  ASSESSMENT   A   sheet   of   rubrics   was   designed  to  correct  the   text.  
  • 20. WHAT  HAPPENS  WITH  THE  RESULTS?   We  have  studied  and   compared  all  the  data,   calcula@ng  medias,  and   finding  the  following   results…  
  • 21. Building  results…   Calcula@ng  skills   acquisi@on…   Calcula@ng  learnt   content…   Outcomes  in  short-­‐term   memory…   Outcomes  in  long-­‐term   memory…  
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28. Do  the  research  with  more  students   Do  the  research  in  other  disciplines  and  subjects   Do  the  research  in  other  context   We  need  your  help  to  see  if  results  are  similar  in  Spain  and  Turkey.       If  you  help  us  we  could  do  a  great  improvement  to  New  Methodologies  research!     Do  you  want  to  join  us?     SO….   AND  NOW…  WHAT?  
  • 29. The   tradi@onal   methodology   doesn´t   look   bad   when   we   look  upon  the  contents  students  acquire  at  the  moment.   But  only  2  days  later  they  remember  hardly  anything!!     Web   2.0,   coopera@on   and   gamifica@on   help   students  to  have  a  significantly  knowledge  (skills)   but  tradi@onal  methodology  don´t.   Coopera@ve   learning   have   some   cri@cal   problems.   Some  students  learn  a  lot  and  some  others  nearly   nothing.   Some  conclusions   All  the  ac@ve  methodologies  have  be2er  results  with  long-­‐term   memory  than  with  short-­‐term.  It´s  like  if  they  had  processed  the   informa@on  a^er  a  @me  and  they  can  use  be2er  the  knowledge   The   best   way   to   learn   contents   and   also   skills   is   gamifica@on.  At  least  in  this  study.