based learning projects constituye un método muy apropiado para involucrar al alumno en temas de su interés, evitando así el típico enfoque de clase frontal al que muchos profesores recurren con frecuencia. Es prácticamente el enfoque por tradición en la educación americana, de allí el impacto cultural que sufren muchos alumnos chilenos que realizan intercambio estudiantil en los Estados Unidos. Los enfoques en educación tienen mucho que ver con la cultura de la organización educativa y de la propia cultura e idiosincrasia de la cual forma parte.
Así, por ejemplo, es común darse cuenta, a través de las conversaciones informales (ontológicamente las más importantes), que en las organizaciones educativas se ha historically installed a sort of "culture of complaint." Personally I have had to hear that teachers call for class size and lack of motivation of their students. This is obvious if we take as a parameter only domestic horizons, then is possible that we all agree. But, as an educator, I truly believe that rather than being faced with a problem of class size or motivational syndrome, we are facing a purely methodological problem. The class size says a lot to do with our control group and motivation to implement the teaching-learning strategies for creative, innovative and attractive.
Traditionally
have been educated in a way (read behaviorism, front class, lecture, etc.). and that's the choice that many teachers continue to teach their lessons. Therefore, there is a need for statistics to realize that the Educational Reform in Chile itself is in crisis. The reason: It incorporates a strong constructivist feeling and belief foreign to many teachers. Although in public discourse, many teachers say using active methodologies, and what's more, many state educational establishments with a lot of fuss in its institutional vision and mission of incorporating constructivism in their classrooms. This, from a critical perspective is necessarily by a change in the culture of educational organizations. Change that, especially in educational circles, finds a high resistance, mainly due to the mental models embedded in our society.
However, a shock response to the above scenario, the project-based learning could be a good choice to take the cultural changes needed in educational organizations. In this regard, Richards (2001:97) states that "various institutions create their own culture, ie conditions where people interact and where emerging communication patterns, decision making, role relationships, and behavior." However, this implies assume that students must have "conditions" or appropriate spaces to produce knowledge and the teacher must accept the idea of \u200b\u200bhaving in your classroom with an active agent of the teaching-learning process, which considers and negotiates. The teacher must be aware that in the past 25 years have seen a revolution in learning theory. Moreover, the teacher must also know that this development has been accompanied by research in the areas of neuroscience and psychology that have been modified cognitive and behavioral models of learning - based on direct instruction - and demonstrated that knowledge, critical thinking, doing, and contexts learning are closely intertwined. (Remember the Delors Report). We now know that learning is a social activity, ie it takes place within the context of culture and community, and considers the past experience. Therefore, the contributions coming from the students are inputs of real importance to the social phenomenon of learning, which can be encouraged through project-based activities - from simple to complex - which can range from a few weeks to .
It follows that if the new challenges societal issue, project-based learning is undoubtedly a powerful choice. Thus, you can also conclude that this approach represents an attempt to create new teaching-learning practices that reflect the environment in which children and youth develop.
There is no precise definition of project-based learning, but one thing must be clear, is an approach that is well adapted to the changes as a result of processes of globalization and the Generation of the Network this line, we can say that for a teacher "disturbed" project-based learning is a natural ally.
As a guide, then give some guidelines that teachers could use to implement a successful project approach.
Recognize the need for students to learn and ability to perform work.
• Engaging students in the core concepts of the subject taught and learned.
Recognize the fact that students are generators of knowledge and, consequently, can share with their teachers.
· Negotiate interest topics motivate students to conduct a thorough investigation.
Recognize the fact that project work is central and not peripheral to the curriculum used.
· Manage tools and skills to incorporate technology, teamwork and self-management.
Therefore, and in light of the foregoing, it can be said that the project-based learning is a good model for raising academic performance, but requires a strong shift in school culture. This is closely associated with the so-called democratization of education. Consequently, I believe it is possible to carry out curricular endeavors in this area, except that the teacher should redirect their attitudes towards the phenomenon of education, prepared for dialogue and be very willing to accept the need to transform the rigid organization education in a flexible and open to change and new learning.
Note: If you is a professor (of any discipline and educational level), please share with me their experiences on the subject. E-mail: fernando_vera@yahoo.es .
Other items of interest: Symbolic interactionism
English classes
democratic university curriculum
Author: Fernando Vera. MA in Educational Research and MA in Science Education with a major in Educational Administration and Management ©.
Así, por ejemplo, es común darse cuenta, a través de las conversaciones informales (ontológicamente las más importantes), que en las organizaciones educativas se ha historically installed a sort of "culture of complaint." Personally I have had to hear that teachers call for class size and lack of motivation of their students. This is obvious if we take as a parameter only domestic horizons, then is possible that we all agree. But, as an educator, I truly believe that rather than being faced with a problem of class size or motivational syndrome, we are facing a purely methodological problem. The class size says a lot to do with our control group and motivation to implement the teaching-learning strategies for creative, innovative and attractive.
Traditionally
have been educated in a way (read behaviorism, front class, lecture, etc.). and that's the choice that many teachers continue to teach their lessons. Therefore, there is a need for statistics to realize that the Educational Reform in Chile itself is in crisis. The reason: It incorporates a strong constructivist feeling and belief foreign to many teachers. Although in public discourse, many teachers say using active methodologies, and what's more, many state educational establishments with a lot of fuss in its institutional vision and mission of incorporating constructivism in their classrooms. This, from a critical perspective is necessarily by a change in the culture of educational organizations. Change that, especially in educational circles, finds a high resistance, mainly due to the mental models embedded in our society.
However, a shock response to the above scenario, the project-based learning could be a good choice to take the cultural changes needed in educational organizations. In this regard, Richards (2001:97) states that "various institutions create their own culture, ie conditions where people interact and where emerging communication patterns, decision making, role relationships, and behavior." However, this implies assume that students must have "conditions" or appropriate spaces to produce knowledge and the teacher must accept the idea of \u200b\u200bhaving in your classroom with an active agent of the teaching-learning process, which considers and negotiates. The teacher must be aware that in the past 25 years have seen a revolution in learning theory. Moreover, the teacher must also know that this development has been accompanied by research in the areas of neuroscience and psychology that have been modified cognitive and behavioral models of learning - based on direct instruction - and demonstrated that knowledge, critical thinking, doing, and contexts learning are closely intertwined. (Remember the Delors Report). We now know that learning is a social activity, ie it takes place within the context of culture and community, and considers the past experience. Therefore, the contributions coming from the students are inputs of real importance to the social phenomenon of learning, which can be encouraged through project-based activities - from simple to complex - which can range from a few weeks to .
It follows that if the new challenges societal issue, project-based learning is undoubtedly a powerful choice. Thus, you can also conclude that this approach represents an attempt to create new teaching-learning practices that reflect the environment in which children and youth develop.
There is no precise definition of project-based learning, but one thing must be clear, is an approach that is well adapted to the changes as a result of processes of globalization and the Generation of the Network this line, we can say that for a teacher "disturbed" project-based learning is a natural ally.
As a guide, then give some guidelines that teachers could use to implement a successful project approach.
Recognize the need for students to learn and ability to perform work.
• Engaging students in the core concepts of the subject taught and learned.
Recognize the fact that students are generators of knowledge and, consequently, can share with their teachers.
· Negotiate interest topics motivate students to conduct a thorough investigation.
Recognize the fact that project work is central and not peripheral to the curriculum used.
· Manage tools and skills to incorporate technology, teamwork and self-management.
Therefore, and in light of the foregoing, it can be said that the project-based learning is a good model for raising academic performance, but requires a strong shift in school culture. This is closely associated with the so-called democratization of education. Consequently, I believe it is possible to carry out curricular endeavors in this area, except that the teacher should redirect their attitudes towards the phenomenon of education, prepared for dialogue and be very willing to accept the need to transform the rigid organization education in a flexible and open to change and new learning.
Note: If you is a professor (of any discipline and educational level), please share with me their experiences on the subject. E-mail: fernando_vera@yahoo.es .
Other items of interest: Symbolic interactionism
English classes
democratic university curriculum
Author: Fernando Vera. MA in Educational Research and MA in Science Education with a major in Educational Administration and Management ©.
References
Richards, J. (2001). Curriculum Development in Language Teaching, pg. 97. Cambridge: CUP.
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