Post on 05-Oct-2018
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Método para un trabajo transdisciplinario de innovación
pedagógica en la escuela
Isidora Mena Edwards Psicóloga y Dra. en Ciencias de la Educación
Universidad Católica de Chile
aprender para crear
Learning to be creative
A method for pedagogic innovation in the school.
School
Method
a. Develop creativity by understand knowledge
b. As a collaborative planification
Research
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Le
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1. School
Inhibiting creativity
Fostering creativity
Gestión escolar: organización como
comunidad de aprendizaje y creatividad
Enseñanza en
sala de clases
1
2
School’s Managment: towards a comunity of learning and creativity
Teaching in the classroom
Transform in to a creative school
Teaching in the classroom
I will show you work and research aimed to transform
every classroom into a strong community that fosters
creativity and continuous learning.
2. Método / Method
a) Desarrollar la creatividad a travès de entender el conocimiento
Develop creativity by understand knowledge
Propiedad real del petróleo: alta
explosividad
El hombre desarrolla la tecnología
para usarlo para volar
José Antonio Marina, Teorìa de la inteligencia creadora, 2000
“Things have real properties, departing from which, we,
the human, invent and develop new free properties” (Marina, 2000, unofficial translation)
For ejample:
To be highly explosive is a real property of Oil. But we saw on that the possibility of
designing an engine that can help people move and even fly…
Assumption:Assumpltion: Real properties of things
(our set of ideas about them) are already
a human construction…
Learning to ‘deconstruct’ our
knowledge about things,
allows us to set free our
creative intelligence
Properties of a tower:
TALL and STYLIZED
(Free) properties of a
tower:
A SET OF STACKED,
CHUBBY CUBES
(Free) properties of a tower:
A SET OF CHUBBY CUBES THAT CAN
BE STACKED INTO DIFFERENT
CONFIGURATIONS
Free properties of a tower:
A SET OF CHUBBY CUBES THAT CAN BE
ARRANGED INTO DIFFERENT
CONFIGURATIONS AND THREE DIMENSIONS
(Free) properties of a tower:
A SET OF CHUBBY CUBES THAT CAN BE
ARRANGED INTO DIFFERENT
CONFIGURATIONS WITHIN A GIVEN SPATIAL
SETTING…
The classroom as the space for learning
The free properties of the knowledge:
• Deep understanding is the base for inventions
• Understand components and their relationships
• Experience how creative action operates within a
group
aprender para crear
1. Unveil tensions
2. Consider multiple perspectives
3. Reveal essential links and interdependences
4. Apply knowledge in other distant fields
4 principles for effective knowledge transfer
1 : develar tensiones // unveil tensions
• Recognize the tensions that caused (or could have caused) a given initial query
i.e
Why oceans has big waves and lakes do not?
Why are we sometimes happy and sometimes not, without
any identifiable events?
How a plant can grow, if I can´t see it eating like humans
or animals do?
That question is what produces the emotion / motivation for the action to investigate / explore / learn
– Produces cognitive dissonance
– Proposes a goal, a dream to know why
... And that is the engine for creativity: the tensions, conflicts, the unknown…
(autores….)
2 : Considerar múltiples perspectivas
Consider multiple perspectives
Why the oceans have big waves and lakes not?
1st Perspective: Elements around the sea / lake can
make a difference ... The wind, the moon
Observe from different perspectives
e.i
i.e
• 2s Perspectivas: otros fenómenos con olas
2s outlook: other wave phenomena
3 : Develar relaciones esenciales y cercanas
Reveal essential links and interdependences
1. Show primary relationships that allow the
comprehension of the main tensions that lie
beneath a given phenomenon
2. Select some close, easy to understand
tension/relatioinship, useful to illustrate and
comprehend the phenomenon
Relaciones primarias Relaciones secundarias Primary relationships Secondary relationships
• Wind / Surface of
thewater / gravity
• Conflicted energies in
tension (Eolic-Gravity)
• Sea/Lake bed depth
• Positive or negative
feedback loops that
increase or neutralize
wave’s energy
• Moon’s effect on tides
• Tectonic movements have
an effect on waves
• Given geographical
settings that increase the
effect of wind in the
surface of water bodies
• Effects of waves in the
shoreline
i.e
4 : Establish far fetched, not directly correlated
relationships establecer relaciones lejanas
Write a romantic sentence using your knowledge
about waves,.
compare waves and curly hair…(Without seeking
nformation about hair)
i.e
Olas en el mar
• Aprender cosas relevantes sobre la realidad
• Aprender a ser creativo
– Reconocer tensiones
– Perspectivas multiples
– Relacionar
– Relaciones lejanas
aprender para crear
1. Learning useful things about reality
2. Learning to be creative:
•Identifying tensions
•Dealing with multiple perspectives
•Making relationships between things
•Making distant relationships between things
Método
b)Planificación colaborativa de profesores
Method
b) A Teachers collaborative planification
1. Breaks down
knowledge into
essential components,
identifying key
questions and
relationships
3. Implements the
class/lesson
2. Designs classroom
lessons and activities
Teachers create collaborativement
School
Method
a. Develop creativity by understand
knowledge
b. As a collaborative planification
Research
•
Le
arnin
g to
be
cre
ativ
e
•
A cuasi experimental study,
which objective was to analyze
the impact in the student’s learning
once they where taught by teachers trained
in creativity liberation and promotion methodology (learning for creating).
The study compared pre – post
three experimental institutions and three control,
in second grade of high school.
Research
Grupo experimental
3 secundary schools/ 2 grade: 15 teachers
Post (profesores +
estudiantes)
Post (profesores +
estudiantes)
Grupo control
2 escuelas sec/ 2 nivel : 15 profesores c/u
Estudio cualitativo
Post
Teachers
Student
Pre
Teachers
Student
Capacitación
Evaluación cualitativa (Bitácoras)
Isidora Mena Edwards; Ruby Vizcarra Rebolledo; Gastón Sepúlveda Espinosa
Instrumentos y análisis cuantitativo
Instrumentos
Alumnos
– Prueba de conocimientos relevantes
– TAC: Test de apropiación creativa (conocimientos)
– Test de habilidades cognitivas
Profesores
– TAC: Test de apropiación creativa (Conocimientos)
– Test de habilidades cognitivas
Análisis
Cuanti: simples de varianza, ANOVA y multivariado de la covarianza, MANCOVA.
Cuali: categorizaciones abiertas, selectivas y axiales (Flick, 2008)
Resultados prueba de conocimientos
Diferencias significativas (al 0,01) en todas las dimensiones:
– Uso del conocimiento específico de la unidad
– Uso del lenguaje
– Razonamiento y capacidad de abstraer
– Tomar perspectiva y hacer metacognición.
0
2
4
6
8
10
12
14
16
conoc leng razonam perspectiva
experimental
controlGrafico 1:
Resultados ANOVA Grupo
experimental/Control
en prueba de conocimientos
grupo experimental
1. Increased use of all teaching units
2. Perception of usefulness of acquired knowledge for
answering relevant tests
3. Better use of language, increased sentence structure,
more and better technical words
4. Better reasoning process:
– Increased comprehension of what is being asked to
do,
– Better deductions,
– Ability to establish more relevant relationships.
5. Increased ability to make abstractions and pick up
essential factors, looking from diversified perspectives
7. Increased creative constructions emerging from
contents themselves rather than replacing or blighting
them
8. No difficulties when group was asked to think based on a
metaphor or fictitious relationship –a significant subset
from within the control group did refuse to do it-
9. The only case in which one student’s result stood out
from the control group, he was still under the average
ability to use knowedge compared with the experimental
group
Teachers
1. Regained interest in acquiring new knowledge
2. Re-enchantment with proffession and teaching
vocation
Students
1. Openness to and increased pursuit of amazement
(once experimental phase finished)
“My teacher stopped teaching in the new (experimental) way
and now it is boring…but I already learnt that things are really a lot
more entertaining so I always
try to think about what really hides inside and beyond what she
teaches us” (Interview to a student,. Müller, 2004)
Qualitative conclusions