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Saturday, May 23, 2015
La comunidad de aprendizaje como proyecto de transformación
Cuando se quiere convertir una escuela, en
comunidad de aprendizaje, la misma debe cumplir con siete principios básicos.
Estos son: la dimensión instrumental, la inteligencia cultural, la creación de
sentido, la solidaridad, el diálogo igualitario, la igualdad de diferencias y la
transformación según los expuso Flecha en sus textos; Compartiendo palabras: El aprendizaje de las personas adultas a través
del diálogo (1999), en donde expone su teoría y Flecha y otros, en Metodología comunicativa crítica (2006). Por su parte, Ferrada (2009) expone en el
artículo El principio de
emocionalidad-corporeidad: un complemento al modelo de aprendizaje
dialógico, que estos principios son posible distinguirlos en la enseñanza en
diversas situaciones.
Principios Básicos
(Modelo Flecha, 1997, 2000)
(Modelo Flecha, 1997, 2000)
Dimensión instrumental
Incorporación
de contenidos de los planes de estudio correspondientes al nivel de aprendizaje
en que se encuentre el niño/a, ofreciéndole múltiples posibilidades para
aprender.
Inteligencia cultural
Implica
que cada estudiante ha podido interactuar con varias personas distintas al
maestro/a del salón de clase. Por ejemplo, los diferentes colaboradores e
instrumentos que el maestro utiliza, los compañeros de clases, etc. Poco a poco
el estudiante se da cuenta del principio que tiene que ver con la capacidad que
tiene el individuo de poder relacionarse, comunicarse e interactuar con otros.
Creación de sentido
Los
colaboradores de aprendizaje constituyen nuevos referentes sociales, en un
grupo una madre como responsable, en otro grupo un maestro, en otro grupo un
vecino, en otro grupo un estudiante de un grado superior etc. Todas estas
personas se convierten en referentes de diversos proyectos de vida de una
persona, que permiten garantizar el principio de construcción de sentido, y se
entiende la posibilidad de elegir sobre la base de la interacción con esa otra
persona (referente).
Solidaridad
Cumple
desde dos perspectivas. En primer lugar, se da cuando el colaborador de
aprendizaje (maestro/a, padre, vecino, etc.) invita a que sean los pares del
niño/a los que expliquen o den los ejemplos
a los que tiene dudas sobre lo que se está aprendiendo. La segunda forma,
es que el colaborador/maestro/a da el ejemplo y clarifica las dudas. La
solidaridad se percibe desde la perspectiva de dar una segunda oportunidad a
otra persona para aprender; no de darle la respuesta negándole la oportunidad
de aprender. También, significa rol del colaborador, voluntariedad y compromiso
desinteresado.
Diálogo
Se observa
cuando el colaborador del aprendizaje se asegura de que todos los miembros del
grupo han aprendido. Por consiguiente, las relaciones se dan desde un ámbito de
comunicación horizontal, permitiendo la participación de todos los miembros del
grupo e invitando a los que inicialmente no quieren participar.
Igualdad de diferencias
Se da
desde las diferentes formas y ritmos de aprendizaje o dificultades de
aprendizaje de algunos estudiantes. En este caso el colaborador del
aprendizaje, debe comprometer el trabajo colaborativo de todos los miembros del
grupo para atender el logro del aprendizaje de aquellos que tiene dificultad
para su comprensión.
Transformación
Es cuando
se rompe con el modelo de clase (monodirigida) dirigida por el maestro/a como
único responsable del aprendizaje y se cambia por una sala de clases
co-dirigida por todos los que participan en el quehacer pedagógico.
La Dra. Ferrada (2009), estudiosa de
las comunidades de aprendizaje en España y otros países, ha añadido un octavo principio al que llama
“emocionalidad-corporeidad”. Plantea que se puede añadir un nuevo principio a
los ya establecidos por Flecha para complementar el modelo dialógico.
Este se define como la dimensión
corpórea que posee cualquier aprendizaje humano, lo que se media en su doble
dinámica, la biológica y la racional. Esta última se concibe como lo que une al
organismo viviente y la emocionalidad del mismo. Hay que recordar que para el
ser humano, no se puede dejar nada a su suerte, y cuando se quiere implementar
una pedagogía que incorpora el aprendizaje dialógico para avanzar hacia el
proceso transformador.
Friday, May 15, 2015
ISTE Standards for Teachers
Effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.
1. Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital
tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues,
and others in face-to-face and virtual environments
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become active participants in setting their own educational
goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles,
working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards, and use resulting data to inform learning and teaching
3. Model digital age work and learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using
a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning
4. Promote and model digital citizenship and responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing
equitable access to appropriate digital tools
and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues
and students of other cultures using digital age communication and collaboration tools.
5. Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared
decision making and community building, and developing the leadership and technology skills
of others
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student
learning
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their
school and community
Source: http://www.iste.org/standards/ISTE-standards/standards-for-teachers
1. Facilitate and inspire student learning and creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital
tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues,
and others in face-to-face and virtual environments
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become active participants in setting their own educational
goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles,
working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards, and use resulting data to inform learning and teaching
3. Model digital age work and learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using
a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning
4. Promote and model digital citizenship and responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing
equitable access to appropriate digital tools
and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues
and students of other cultures using digital age communication and collaboration tools.
5. Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared
decision making and community building, and developing the leadership and technology skills
of others
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student
learning
d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their
school and community
Source: http://www.iste.org/standards/ISTE-standards/standards-for-teachers
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