Liderazgo para la comprensión

1. HELMUT KAUFFMANN CHIVANO Liderazgo para la comprensión

2. CO - CREADOR DEL PROYECTO ZERO DAVID PERKINS

3. Aulas que piensan • El reto de una escuela inteligente

4. “El diseño de mi escuela ideal del futuro se basa en dos hipótesis: La primera es que no todo el mundo tiene los mismos intereses y capacidades; no todos aprendemos de la misma manera. La segunda hipótesis puede doler: es la que en nuestros días nadie puede llegar a aprender todo lo que hay para aprender” HOWARD GARDNER

5. PROYECTO ZERO – UNIVERSIDAD DE HARVARD

6. ENSEÑAR Y APRENDER

7. 06 DE JUNIO 2010 “LA TERCERA”

8. “Muchas de las mejores ideas que surjan nunca se llevan a la práctica pues chocan con modelos mentales establecidos” PETER SENGE

9. “Es necesario desarrollar una pedagogía de la pregunta. El profesorado contesta a preguntas que el alumnado no ha hecho. Estudiar no es un acto de consumir ideas, sino de crearlas y de recrearlas” Amplificar experiencia de la realidad 1) Juicio controlado 2) Hacer preguntas 3) Cambiar las perspectivas 4) Ampliar los límites 5) Hacer asociaciones 6) Imaginar consecuencias 7) Un clima que premie la innovación y permita los fracasos PAULO FREIRE

10. “Las ideas innovadoras viajan solo sí el país que las busca las puede contextualizar” CRISTIAN COX

11. The Problem of Towers and the Problem of Holes A Story of Understanding

12. The tower problem 10 kg 100 m

13. The hole problem 10 kg 100 m

14. Hard to understand… MathematicsProof, modeling, ratios and proportions Language artsIrony, argument, interpretation, expression Social studies/historyMultiple causation, historical perspective, different value systems ScienceMathematical models (Ohm’s law, Newton’s laws), complex causality (ecologies, evolution)

15. Ten tame topics 1. Quadratic formula 2. Underlining topic sentences 3. Essays, “knowledge telling” style 4. The four causes of the industrial revolution 5. How long does it take a 10 kg object to…

16. From Understanding as knowing to Understanding as thinking • What is understanding? • What does learning for understanding look like? • What does teaching for understanding look like? • What understandings are most important for the 21st century?

17. The key idea • from Understanding as knowing • to Understanding as thinking

18. Knowing… A train goes 500 miles in 10 hours. How far on the average does the train go in one hour?

19. Knowing… A train goes 500 miles in 10 hours. How far on the average does the train go in one hour? • But think about this… A hen and a half lays an egg and a half in a day and a half. How many eggs does one hen lay in one day?

20. Knowing… A train goes 500 miles in 10 hours. How far on the average does the train go in one hour? • But check this out… A hen and a half lays an egg and a half in a day and a half. How many eggs does one hen lay in one day? • Or think about this… • Estimate the water needs of your city or town in the year 2030 and whether current sources could supply them.

21. Think about this: • Should President Harry Truman have approved the dropping of atomic bombs on Hiroshima and Nagasaki? • Knowing… What key event led to the United States entering World War II?

22. Knowing… What occasion inspired Picasso to pain his famous Guernica? Think about this… What does Picasso do in Guernica to express the horrors of war?

23. Personal stories of understanding • What’s something you understand really well? • How did you come to understand it? • How do you know you understand it?

24. From stories to theory… • Very active knowledge. • Getting understanding requires thinking and doing. • Assessing understanding requires thinking and doing too.

25. Two conceptions of understanding • Know the content really well, have an understanding, possess an understanding, grasp something • Can think flexibly with what you already know and are learning Understanding as knowing A Possessive Conception Understanding as thinkingA Performative Conception

26. The skating principle • Learning for understanding is more like learning to skate than learning about skating.

27. Learning for understanding is more like learning to think historically than learning about events, names, and dates. • Learning for understanding is more like learning to think mathematically than learning about rules and routines. • Learning for understanding is more like learning to engage works of literature deeply than learning about authors and plots and standard interpretations.

28. Performances of understanding

29. Goes beyond the information given Is within reach but a stretch Addresses the target understanding rather than something on the side A good performance of understanding…

30. Not reinvent the wheel… • But synthesize good practice

31. The Teaching for Understanding framework 1. What do you want learners to understand? Generative topic 2. What do you want learners to understand about it? Understanding goals 3. What will they do to come to understand it? Understanding performances 4. How will you know whether they are understanding? Ongoing assessment

32. A good choice for a performance of understanding… • Goes beyond the information given • Is within reach but a stretch • Addresses the target understanding rather than something on the side

33. Findings about Teaching for Understanding • Teachers like it and find it allows them plenty of elbow room to express their own style. • Learners like it, feel it makes learning more interesting. • Learners achieve good understanding, greater than one would normally expect. • Learners’ conceptions of understanding shift from a possession view toward a performance view. • Learners with more of a performance view show greater understanding. From Teaching for Understanding, Martha Stone Wiske, Ed., Jossey-Bass, 1998.

34. Independent assessment from Educational Development Corporation (EDC) • “The study demonstrates that WIDE students learned… • to integrate theoretical concepts into their practical decisions as educators, and • to link ongoing assessment to the understanding goal of a lesson. • The results of this study were statistically significant and provide positive proof of the efficacy of WIDE online courses in preparing educators to ‘teach for understanding’.”

35. Educar para lo Conocido • Educar para loDesconocido

36. En el 2007 en Suecia en la conferencia Internacional sobre Pensamiento dije… ¿Cuálescreenustedesque son el conocimiento y destrezasmásimportantesque los estudiantesdebenaprender de carahacianuestrocomplejofuturo?

37. Empatía Comunicación Ciencias Aprender a aprender Matemáticas Espiritualidad Tecnología Ambiente Perspectivasglobales Las artes Colaboración Pensamiento Salud Etica Sociedad y sufuncionamiento Manejo del conflicto Autocomprensión

38. Pensamiento, 44 • Autocomprensión, 36 • Empatía, 29 • Etica, 29 • Comunicación, 22 • Aprender a aprender, 21 • Ambiente, 18 • Perspectivasglobales, 15 • Las artes, 15 • Colaboración, 13 • Salud, 11 • Sociedad y sufuncionamiento, 9 • Manejo del conflicto, 7 • Espiritualidad, 6 • Ciencias, 6 • Matemáticas, 2 • Tecnología, 2

39. LA ESCALERA DE LA RETROALIMENTACIÓN OFRECER SUGERENCIAS EXPRESAR INQUIETUDES VALORAR ACLARAR

40. Otro Ejemplo… Feedback que no sirve

41. Hemos perdido Los tesoros de las bestias: El ojo del lince, el agudo escuchar de las panteras, Hemos perdido el certero olfato de los galgos, del águila la visión Y nuestra piel no anticipa lluvias ni sequías como las amables ranas Ciegos, avanzamos en selvas oscuras, En umbríos bosques avanzamos Y en la noche los tiempos Ciegos, nos guían tan sólo esos actos de amor

42. Understandings of wide scope

43. RECUERDE SIEMPRE DE LEER UN BUEN LIBRO….