Estimados profesores,
Aquí les dejo un link de tips muy prácticos para implementar debates en sus clases. El viernes veremos más a detalle sobre cómo debatir.
Espero les sea de utilidad.
Por favor compartan cualquier otro link o artículo que encuentren interesante sobre dinámicas de grupo.
Bye!
lunes, 25 de febrero de 2008
Ensayos
Hey!
Ya entré a todos los wikis para revisar sus ensayos. Me da mucho gusto ver que no se han limitado a escribir sólo un texto sino que también le han añadido otras cosas y los han hecho más llamativos y atractivos.
Hay dos wikis que aun no tienen la información, wikinamicas y gru2008 ¿qué pasa con ellos? Espero que pronto suban su ensayo.
Por otro lado, debo decirles que en este momento no he leído con detenimiento sus trabajos, pero ya tomé nota de quienes han cumplido y quienes no. Esperen mis comentarios entre mañana y el miércoles.
¡Suerte!
Ya entré a todos los wikis para revisar sus ensayos. Me da mucho gusto ver que no se han limitado a escribir sólo un texto sino que también le han añadido otras cosas y los han hecho más llamativos y atractivos.
Hay dos wikis que aun no tienen la información, wikinamicas y gru2008 ¿qué pasa con ellos? Espero que pronto suban su ensayo.
Por otro lado, debo decirles que en este momento no he leído con detenimiento sus trabajos, pero ya tomé nota de quienes han cumplido y quienes no. Esperen mis comentarios entre mañana y el miércoles.
¡Suerte!
Tarea para el 29 de febrero
Hola a todos,
Como les comenté la clase anterior, para el siguiente viernes tendremos un debate en clase. Ya empezaremos a aplicar algunas dinámicas de grupo y el tema que acabamos de ver nos presenta una buena oportunidad para debatir.
Prepárense para defender cualquier postura -educación tradicional o moderna- lean las copias que les dí y cualquier otra fuente que les sirva para sustentar sus ideas.
Nos vemos el viernes y feliz inicio de semana.
Como les comenté la clase anterior, para el siguiente viernes tendremos un debate en clase. Ya empezaremos a aplicar algunas dinámicas de grupo y el tema que acabamos de ver nos presenta una buena oportunidad para debatir.
Prepárense para defender cualquier postura -educación tradicional o moderna- lean las copias que les dí y cualquier otra fuente que les sirva para sustentar sus ideas.
Nos vemos el viernes y feliz inicio de semana.
viernes, 15 de febrero de 2008
Tarea para el 22 de febrero
Hola a todos,
La tarea para la siguiente clase será publicar un resumen en su wiki sobre la educación tradicional y la educación moderna utilizando los puntos que vimos en clase de Cirigliano y Villaverde, así como sus propias fuentes. Incluyan en el resumen una reflexión sobre el tema.
¡Que tengan bonito fin de semana!!
La tarea para la siguiente clase será publicar un resumen en su wiki sobre la educación tradicional y la educación moderna utilizando los puntos que vimos en clase de Cirigliano y Villaverde, así como sus propias fuentes. Incluyan en el resumen una reflexión sobre el tema.
¡Que tengan bonito fin de semana!!
Constructivismo
Seguramente ustedes han escuchado hablar o incluso utilizado el método constructivista. Es un método que se está utilizando mucho actualmente en las aulas y podríamos incluirlo dentro de la "educación moderna" que mencionan Cirigliano y Villaverde sólo por ubicarlo dentro de algún momento. Sin embargo, el constructivismo no es tan "moderno" o "nuevo" data desde el siglo XIX con teorías de John Dewey o Piaget y lo que se propone en él es que el aprendizaje esté centrado en el alumno, que el aprendizaje se va a considerar desde la perspectiva de él mismo y no del profesor. En otras palabras, y como su nombre lo dice: el alumno construirá su propio aprendizaje al utilizar todo su conocimiento previo, sus experiencias y su relación con el entorno. El alumno construye sus propios conceptos y encuentra solución a sus problemas.
No vamos a estudiar el constructivismo a fondo por no ser el objetivo del curso; sin embargo, es importante que estén familiarizados con el término porque finalmente propone el trabajo en grupo y la interacción social para lograr un mejor aprendizaje.
Aquí les estoy incluyendo un resumen sobre el tema.
¡Buen día!!
Introduction
The latest catchword in educational circles is "constructivism, " applied both to learning theory and to epistemology---both to how people learn, and to the nature of knowledge. We don't need to succumb to each new fad, but we do need to think about our work in relation to theories of learning and knowledge. So we need to ask: what is constructivism, what does it have to tell us that is new and relevant, and how do we apply it to our work? As far as I can see, there is nothing dramatically new in constructivism: the core ideas expressed by it have been clearly enunciated by John Dewey among others, but there is a new, widespread acceptance of this old set of ideas and new research in cognitive psychology to support it.
Constructivism
What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;
1. We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
2. There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
Let me discuss the second point first because, although it appears radical on an everyday level, it is a position which has been frequently adopted ever since people began to ponder epistemology. If we accept constructivist theory (which means we are willing to follow in the path of Dewey, Piaget and Vigotsky among others), then we have to give up Platonic and all subsequent realistic views of epistemology. We have to recognize that there is no such thing as knowledge "out there" independent of the knower, but only knowledge we construct for ourselves as we learn. Learning is not understanding the "true" nature of things, nor is it (as Plato suggested) remembering dimly perceived perfect ideas, but rather a personal and social construction of meaning out of the bewildering array of sensations which have no order or structure besides the explanations (and I stress the plural) which we fabricate for them.
I'm sure that many of you have had philosophy courses which have exposed you to these concepts, and you may accept this basic premise that there is no such entity as a Ding an sich whether or not we can perceive it. Yet we all tend to remain closet realists, and refute Bishop Berkeley, as Samuel Johnson did, by kicking the stone and feeling real pain. The more important question is, does it actually make any difference in our everyday work whether deep down we consider knowledge to be about some "real" world independent of us, or whether we consider knowledge to be of our own making? The answer is yes, it does make a difference, because of the first point I suggested above: in our profession our epistemological views dictate our pedagogic views.
If we believe that knowledge consists of learning about the real world out there, then we endeavor first and foremost to understand that world, organize it in the most rational way possible, and, as teachers, present it to the learner. This view may still engage us in providing the learner with activities, with hands-on learning, with opportunities to experiment and manipulate the objects of the world, but the intention is always to make clear to the learner the structure of the world independent of the learner. We help the learner understand the world. but we don't ask him to construct his or her own world.
The great triumph of Western intellectual history from the Enlightenment until the beginning of the 2Oth century rested on its ability to organize the knowledge of the world in a rational way independent of the learner, determined by some structure of the subject. Disciplines were developed, taxonomic schemes established, and all these categories were viewed as components of a vast mechanical machine in which the parts could be explained in terms of their relationship to each other, and each part contributed to making the whole function smoothly. Nowhere in this description does the learner appear. The task of the teacher was to make clear to the learner the working of this machine and any accommodation to the learner was only to account for different appropriate entry points for different learners.
However, as I have indicated above, constructivist theory requires that we turn our attention by 180 degrees we must turn our back on any idea of an all-encompassing machine which describes nature and instead look towards all those wonderful, individual living beings---the learners---each of whom creates his or her own model to explain nature. If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.
This second point is a little harder for us to swallow, and most of us constantly vacillate between faith that our learners will indeed construct meaning which we will find acceptable (whatever we mean by that) and our need to construct meaning for them; that is, to structure situations that are not free for learners to carry out their own mental actions, but "learning" situations which channel them into our ideas about the meaning of experience.
Principles of learning
What are some guiding principles of constructivist thinking that we must keep in mind when we consider our role as educators? I will outline a few ideas, all predicated on the belief that learning consists of individuals' constructed meanings and then indicate how they influence museum education.
1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner (Dewey's term) stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner s engaging with the world.
2. People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.
3. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands (Dewey called this reflective activity.)
4. Learning involves language: the language we use influences learning. On the empirical level. researchers have noted that people talk to themselves as they learn. On a more general level. there is a collection of arguments, presented most forcefully by Vigotsky, that language and learning are inextricably intertwined. This point was clearly emphasized in Elaine Gurain's reference to the need to honor native language in developing North American exhibits. The desire to have material and programs in their own language was an important request by many members of various Native American communities.
5. Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it. Much of traditional education, as Dewey pointed out, is directed towards isolating the learner from all social interaction, and towards seeing education as a one-on-one relationship between the learner and the objective material to be learned. In contrast, progressive education (to continue to use Dewey's formulation) recognizes the social aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning.
6. Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. On reflection, it becomes clear that this point is actually a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives.
7. One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner, must provide a path into the subject for the learner based on that learner's previous knowledge.
8. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. This cannot happen in the 5-10 minutes usually spent in a gallery (and certainly not in the few seconds usually spent contemplating a single museum object.) If you reflect on anything you have learned, you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments of profound insight, can be traced back to longer periods of preparation.
9.Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This ideas of motivation as described here is broadly conceived to include an understanding of ways in which the knowledge can be used. Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us. even by the most severe and direct teaching.
No vamos a estudiar el constructivismo a fondo por no ser el objetivo del curso; sin embargo, es importante que estén familiarizados con el término porque finalmente propone el trabajo en grupo y la interacción social para lograr un mejor aprendizaje.
Aquí les estoy incluyendo un resumen sobre el tema.
¡Buen día!!
Introduction
The latest catchword in educational circles is "constructivism, " applied both to learning theory and to epistemology---both to how people learn, and to the nature of knowledge. We don't need to succumb to each new fad, but we do need to think about our work in relation to theories of learning and knowledge. So we need to ask: what is constructivism, what does it have to tell us that is new and relevant, and how do we apply it to our work? As far as I can see, there is nothing dramatically new in constructivism: the core ideas expressed by it have been clearly enunciated by John Dewey among others, but there is a new, widespread acceptance of this old set of ideas and new research in cognitive psychology to support it.
Constructivism
What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns. Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;
1. We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
2. There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
Let me discuss the second point first because, although it appears radical on an everyday level, it is a position which has been frequently adopted ever since people began to ponder epistemology. If we accept constructivist theory (which means we are willing to follow in the path of Dewey, Piaget and Vigotsky among others), then we have to give up Platonic and all subsequent realistic views of epistemology. We have to recognize that there is no such thing as knowledge "out there" independent of the knower, but only knowledge we construct for ourselves as we learn. Learning is not understanding the "true" nature of things, nor is it (as Plato suggested) remembering dimly perceived perfect ideas, but rather a personal and social construction of meaning out of the bewildering array of sensations which have no order or structure besides the explanations (and I stress the plural) which we fabricate for them.
I'm sure that many of you have had philosophy courses which have exposed you to these concepts, and you may accept this basic premise that there is no such entity as a Ding an sich whether or not we can perceive it. Yet we all tend to remain closet realists, and refute Bishop Berkeley, as Samuel Johnson did, by kicking the stone and feeling real pain. The more important question is, does it actually make any difference in our everyday work whether deep down we consider knowledge to be about some "real" world independent of us, or whether we consider knowledge to be of our own making? The answer is yes, it does make a difference, because of the first point I suggested above: in our profession our epistemological views dictate our pedagogic views.
If we believe that knowledge consists of learning about the real world out there, then we endeavor first and foremost to understand that world, organize it in the most rational way possible, and, as teachers, present it to the learner. This view may still engage us in providing the learner with activities, with hands-on learning, with opportunities to experiment and manipulate the objects of the world, but the intention is always to make clear to the learner the structure of the world independent of the learner. We help the learner understand the world. but we don't ask him to construct his or her own world.
The great triumph of Western intellectual history from the Enlightenment until the beginning of the 2Oth century rested on its ability to organize the knowledge of the world in a rational way independent of the learner, determined by some structure of the subject. Disciplines were developed, taxonomic schemes established, and all these categories were viewed as components of a vast mechanical machine in which the parts could be explained in terms of their relationship to each other, and each part contributed to making the whole function smoothly. Nowhere in this description does the learner appear. The task of the teacher was to make clear to the learner the working of this machine and any accommodation to the learner was only to account for different appropriate entry points for different learners.
However, as I have indicated above, constructivist theory requires that we turn our attention by 180 degrees we must turn our back on any idea of an all-encompassing machine which describes nature and instead look towards all those wonderful, individual living beings---the learners---each of whom creates his or her own model to explain nature. If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.
This second point is a little harder for us to swallow, and most of us constantly vacillate between faith that our learners will indeed construct meaning which we will find acceptable (whatever we mean by that) and our need to construct meaning for them; that is, to structure situations that are not free for learners to carry out their own mental actions, but "learning" situations which channel them into our ideas about the meaning of experience.
Principles of learning
What are some guiding principles of constructivist thinking that we must keep in mind when we consider our role as educators? I will outline a few ideas, all predicated on the belief that learning consists of individuals' constructed meanings and then indicate how they influence museum education.
1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner (Dewey's term) stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner s engaging with the world.
2. People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.
3. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands (Dewey called this reflective activity.)
4. Learning involves language: the language we use influences learning. On the empirical level. researchers have noted that people talk to themselves as they learn. On a more general level. there is a collection of arguments, presented most forcefully by Vigotsky, that language and learning are inextricably intertwined. This point was clearly emphasized in Elaine Gurain's reference to the need to honor native language in developing North American exhibits. The desire to have material and programs in their own language was an important request by many members of various Native American communities.
5. Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it. Much of traditional education, as Dewey pointed out, is directed towards isolating the learner from all social interaction, and towards seeing education as a one-on-one relationship between the learner and the objective material to be learned. In contrast, progressive education (to continue to use Dewey's formulation) recognizes the social aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning.
6. Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. On reflection, it becomes clear that this point is actually a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives.
7. One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner, must provide a path into the subject for the learner based on that learner's previous knowledge.
8. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. This cannot happen in the 5-10 minutes usually spent in a gallery (and certainly not in the few seconds usually spent contemplating a single museum object.) If you reflect on anything you have learned, you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments of profound insight, can be traced back to longer periods of preparation.
9.Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This ideas of motivation as described here is broadly conceived to include an understanding of ways in which the knowledge can be used. Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us. even by the most severe and direct teaching.
jueves, 14 de febrero de 2008
Artículo Grupos de Aprendizaje
Profesores:
Aquí les dejo el link a un artículo de Edith Chehaybar quien es investigadora del CISE y ha trabajado el tema de grupos de aprendizaje.
Estoy segura que en él encontrarán cuestiones muy útiles e interesantes sobre el trabajo en grupos.
Me encantará conocer su opinión sobre él.
Saludos a todos!!!
Aquí les dejo el link a un artículo de Edith Chehaybar quien es investigadora del CISE y ha trabajado el tema de grupos de aprendizaje.
Estoy segura que en él encontrarán cuestiones muy útiles e interesantes sobre el trabajo en grupos.
Me encantará conocer su opinión sobre él.
Saludos a todos!!!
jueves, 7 de febrero de 2008
Cómo comportarse en un grupo
Podrá parecerles ridículo tantas obligaciones, pero no está de más tomar en cuenta algunas.
Cada miembro de un grupo debe:
1.Exponer sus ideas, cuando las tenga.
2.Cooperar en los trabajos, con buena voluntad y sentido de grupo.
3.No encarar las cuestiones desde su punto de vista personal, sino en función del grupo.
4.Evitar el desvío de los trabajos hacia caminos secundarios o ajenos a los mismos.
5.Evitar la actitud de querer figurar a toda costa, o hacer cuestión por no figurar.
6.Evitar las actitudes obstinadas que tanto dificultan las discusiones y los trabajos.
7.Escuchar atentamente lo que se está exponiendo, a fin de poder responder objetivamente, siempre con el sentido de cooperar.
8.Evitar la formación de grupitos dentro del grupo, que tanto perjudican la marcha de los trabajos.
9.Evitar dictar órdenes o hablar sólo con deseos de imponerse.
10.Ser cordiales, tolerantes y comprensivos, principalmente cuando se produzcan discordancias.
11.Procurar ser puntuales y no faltar a las reuniones.
12.Concurrir a las reuniones aportando alguna contribución o pensar seriamente sobre el tema que va a ser tratado.
13.En casos de duda, esforzarse por comprender los puntos de vista de los colegas.
14.Evitar alimentar disputas estériles y personalistas.
15.Tratar de mostrarse optimistas y confiados.
Imídeo G. Nérici
Cada miembro de un grupo debe:
1.Exponer sus ideas, cuando las tenga.
2.Cooperar en los trabajos, con buena voluntad y sentido de grupo.
3.No encarar las cuestiones desde su punto de vista personal, sino en función del grupo.
4.Evitar el desvío de los trabajos hacia caminos secundarios o ajenos a los mismos.
5.Evitar la actitud de querer figurar a toda costa, o hacer cuestión por no figurar.
6.Evitar las actitudes obstinadas que tanto dificultan las discusiones y los trabajos.
7.Escuchar atentamente lo que se está exponiendo, a fin de poder responder objetivamente, siempre con el sentido de cooperar.
8.Evitar la formación de grupitos dentro del grupo, que tanto perjudican la marcha de los trabajos.
9.Evitar dictar órdenes o hablar sólo con deseos de imponerse.
10.Ser cordiales, tolerantes y comprensivos, principalmente cuando se produzcan discordancias.
11.Procurar ser puntuales y no faltar a las reuniones.
12.Concurrir a las reuniones aportando alguna contribución o pensar seriamente sobre el tema que va a ser tratado.
13.En casos de duda, esforzarse por comprender los puntos de vista de los colegas.
14.Evitar alimentar disputas estériles y personalistas.
15.Tratar de mostrarse optimistas y confiados.
Imídeo G. Nérici
Generalidades del Curso
Objetivo general:
Que el alumno se familiarice con distintas dinámicas de grupo utilizadas para la enseñanza de lenguas así como la teoría que las fundamenta.
Metodología:
La reflexión y el análisis de textos así como de exposiciones por parte del facilitador y de los alumnos/profesores llevarán al diseño de dinámicas grupales que cumplan objetivos específicos del aprendizaje de lenguas.
Evaluación:
Que el alumno se familiarice con distintas dinámicas de grupo utilizadas para la enseñanza de lenguas así como la teoría que las fundamenta.
Metodología:
La reflexión y el análisis de textos así como de exposiciones por parte del facilitador y de los alumnos/profesores llevarán al diseño de dinámicas grupales que cumplan objetivos específicos del aprendizaje de lenguas.
Evaluación:
- Asistencia
- Puntualidad
- Participación
- Creación de un wiki
Bibliografía básica:
Cirigliano, GFJ y Villaverde, A. Dinámica de grupos y educación. Buenos Aires, Argentina: Humanitas, 1997.
Bienvenidos al curso
¡Hola profesores!
Bienvenidos al blog del curso "Dinámicas de Grupo". El objetivo de este blog es mantenernos informados sobre lo que sucede en el curso así como proporcionarles materiales extras y un foro para que intercambien sus opiniones.
Felicidades por su decisión de tomar el curso de Formación de Profesores; no se van a arrepentir a pesar de lo arduo que será el trabajo.
Espero verlos por aquí con frecuencia ¡eh!
Bienvenidos al blog del curso "Dinámicas de Grupo". El objetivo de este blog es mantenernos informados sobre lo que sucede en el curso así como proporcionarles materiales extras y un foro para que intercambien sus opiniones.
Felicidades por su decisión de tomar el curso de Formación de Profesores; no se van a arrepentir a pesar de lo arduo que será el trabajo.
Espero verlos por aquí con frecuencia ¡eh!
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