{"id":1385,"date":"2023-09-04T17:26:28","date_gmt":"2023-09-04T17:26:28","guid":{"rendered":"https:\/\/flatarmal.is\/?p=1385"},"modified":"2023-09-04T20:45:17","modified_gmt":"2023-09-04T20:45:17","slug":"ad-byggja-upp-hugsandi-skolastofu","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=1385","title":{"rendered":"A\u00f0 byggja upp hugsandi sk\u00f3lastofu"},"content":{"rendered":"\n
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Ey\u00fe\u00f3r Eir\u00edksson.<\/strong><\/p>\n<\/div>\n<\/div>\n\n\n\n

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Mynd 1:<\/strong> \u00de\u00e1tttakendur \u00ed virkri gl\u00edmu vi\u00f0 verkefni \u00ed anda hugsandi sk\u00f3lastofu.<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Hva\u00f0 er betra en a\u00f0 sitja \u00fati \u00ed gar\u00f0i \u00ed byrjun j\u00fan\u00ed og nj\u00f3ta s\u00f3largeislanna? F\u00e1tt, myndi \u00e9g segja. Samt sem \u00e1\u00f0ur voru 26 st\u00e6r\u00f0fr\u00e6\u00f0ikennarar, flest \u00e1 framhaldssk\u00f3lastigi, tilb\u00fain a\u00f0 verja tveimur heilum s\u00f3lard\u00f6gum \u00e1 n\u00e1mskei\u00f0i inni \u00ed sveittri sk\u00f3lastofu a\u00f0 reikna, hugsa og l\u00e6ra n\u00fdjar lei\u00f0ir til a\u00f0 breyta sinni sk\u00f3lastofu \u00ed hugsandi sk\u00f3lastofu.<\/p>\n\n\n\n

B\u00edddu, ha? Eru sk\u00f3lastofur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i ekki almennt hugsandi sk\u00f3lastofur? Eru nemendur ekki a\u00f0 hugsa? Er kennarinn ekki a\u00f0 hugsa? Var s\u00f3l \u00ed byrjun j\u00fan\u00ed?<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Hef\u00f0bundnir kennsluh\u00e6ttir \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i<\/strong><\/p>\n<\/div>\n<\/div>\n\n\n\n

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\u00cd m\u00f6rgum kennslustundum \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i er algengt a\u00f0 kennari byrji \u00e1 innl\u00f6gn og fari yfir a\u00f0fer\u00f0ir til a\u00f0 leysa \u00e1kve\u00f0nar ger\u00f0ir af st\u00e6r\u00f0fr\u00e6\u00f0id\u00e6mum. \u00cd kj\u00f6lfari\u00f0 reikna nemendur svipu\u00f0 d\u00e6mi, sem byggja \u00e1 a\u00f0fer\u00f0unum sem kennarinn f\u00f3r yfir. Nemendur skrifa \u00fe\u00e1 \u00ed reikningsb\u00f3kina s\u00edna, sitjandi vi\u00f0 bor\u00f0. K\u00f6nnumst vi\u00f0 ekki flest vi\u00f0 \u00feetta? \u00dea\u00f0 er ekki a\u00f0 \u00e1st\u00e6\u00f0ulausu a\u00f0 \u00feetta fyrirkomulag er oft kalla\u00f0 hef\u00f0bundnir kennsluh\u00e6ttir. \u00deegar st\u00e6r\u00f0fr\u00e6\u00f0i er kennd me\u00f0 hef\u00f0bundnum kennsluh\u00e1ttum er \u2013 ef vi\u00f0 t\u00f6kum mark \u00e1 \u00fev\u00ed sem Peter Liljedahl, pr\u00f3fessor \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun, heldur fram \u2013 a\u00f0eins l\u00edtill hluti nemenda a\u00f0 hugsa (Liljedahl, 2020). Langst\u00e6rsti hluti h\u00f3psins er me\u00f0 hugann \u00e1 allt \u00f6\u00f0rum sta\u00f0 e\u00f0a a\u00f0 herma eftir a\u00f0fer\u00f0um kennarans \u00e1n hugsunar.<\/p>\n<\/div>\n\n\n\n

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Mynd 2: <\/strong>Ey\u00fe\u00f3r tekur umr\u00e6\u00f0u um snertla og sni\u00f0la vi\u00f0 h\u00f3pinn.<\/em><\/figcaption><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Af hverju kennum vi\u00f0 \u00fe\u00e1 svona? A\u00f0 kenna nemendum \u00e1kve\u00f0na ferla sem \u00feau geta nota\u00f0 til a\u00f0 leysa \u00e1kve\u00f0in d\u00e6mi vir\u00f0ist skilvirkt og skilar a\u00f0 \u00fev\u00ed er vir\u00f0ist skj\u00f3tum \u00e1rangri. \u00deau geta j\u00fa m\u00f6rg unni\u00f0 \u00feau d\u00e6mi sem vi\u00f0 \u00e6tlumst til a\u00f0 \u00feau leysi um lei\u00f0 og innl\u00f6gn kennarans er loki\u00f0. En af hverju er \u00feetta \u00fe\u00e1 \u00f3\u00e6skilegt? J\u00fa, hver hefur ekki lent \u00ed \u00fev\u00ed a\u00f0 kl\u00f3ra s\u00e9r \u00ed kollinum yfir \u00fev\u00ed af hverju nemendur muni f\u00e1tt e\u00f0a l\u00edti\u00f0 sem ekkert af \u00fev\u00ed sem \u00feau l\u00e6r\u00f0u fyrir \u00feremur vikum. \u00dea\u00f0 er ekkert skr\u00fdti\u00f0. Enda er fj\u00f6ldi reglna, ferla og a\u00f0fer\u00f0a sem nemendur \u00feurfa a\u00f0 l\u00e6ra \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i sl\u00edkur, a\u00f0 n\u00e1nast \u00f3m\u00f6gulegt er fyrir \u00feau a\u00f0 muna \u00fea\u00f0 allt eins og p\u00e1fagaukar. \u00deess vegna \u00feurfum vi\u00f0 a\u00f0 setja skj\u00f3tan en skammvinnan \u00e1rangur til hli\u00f0ar og leggja \u00e1herslu \u00e1 hugsun og skilning til a\u00f0 n\u00e1 fram l\u00e6rd\u00f3mi til langs t\u00edma.<\/p>\n\n\n\n

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A\u00f0 f\u00e1 nemendur til a\u00f0 hugsa<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

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En hvernig f\u00e1um vi\u00f0 \u00fe\u00e1 nemendur til a\u00f0 hugsa? Vi\u00f0 \u00feurfum fyrst og fremst a\u00f0 h\u00e6tta \u00fev\u00ed a\u00f0 gefa nemendum lausnarlei\u00f0ina \u00e1\u00f0ur en \u00feau byrja \u00e1 verkefnunum. En \u00fea\u00f0 er h\u00e6gara sagt en gert. Margir kennarar kannast eflaust vi\u00f0 \u00fea\u00f0 a\u00f0 hafa reynt a\u00f0 leggja fyrir nemendur krefjandi verkefni, sem \u00fearfnast hugsunar og \u00ferautseigju, en nemendur gefast flj\u00f3tt upp. Margar hendur fara \u00fe\u00e1 \u00e1 loft strax \u00ed upphafi verkefnavinnu enda eru nemendur flest v\u00f6n a\u00f0 f\u00e1 a\u00f0fer\u00f0irnar gefnar upp af kennara \u00e1\u00f0ur en \u00feau \u00feurfa a\u00f0 leysa verkefnin. H\u00e6gt er a\u00f0 segja a\u00f0 \u00e1kve\u00f0in hef\u00f0 hafi skapast, vi\u00f0mi\u00f0 um a\u00f0 kennari eigi a\u00f0 segja nemendum hvernig \u00feau eigi a\u00f0 reikna d\u00e6min \u00e1\u00f0ur en \u00feau byrja \u00e1 \u00feeim, og nemendur halda fast \u00ed \u00feessi vi\u00f0mi\u00f0. \u00deess vegna \u00fearf a\u00f0 byrja \u00e1 \u00fev\u00ed a\u00f0 brj\u00f3ta ni\u00f0ur n\u00faverandi vi\u00f0mi\u00f0 nemenda og kennara, til \u00feess a\u00f0 geta byggt upp n\u00fd vi\u00f0mi\u00f0 sem leggja \u00e1herslu \u00e1 krefjandi hugsun \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi.<\/p>\n\n\n\n

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Mynd 3:<\/strong> Hugsun og samvinna \u00ed fyrirr\u00fami hj\u00e1 \u00fe\u00e1tttakendum.<\/em><\/figcaption><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n
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A\u00f0 byggja upp n\u00fd vi\u00f0mi\u00f0 \u00ed st\u00e6r\u00f0fr\u00e6\u00f0istofunni<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

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Mynd 4:<\/strong> Bjarnhei\u00f0ur tekur umr\u00e6\u00f0u vi\u00f0 h\u00f3pinn um t\u00f6lfr\u00e6\u00f0iverkefnin sem \u00fe\u00e1tttakendur h\u00f6f\u00f0u unni\u00f0 a\u00f0.<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n\n
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Ein lei\u00f0 til \u00feess a\u00f0 byggja upp n\u00fd vi\u00f0mi\u00f0 \u00ed st\u00e6r\u00f0fr\u00e6\u00f0istofunni felur \u00ed s\u00e9r a\u00f0 \u00f6gra nemendum. Gefa \u00feeim sk\u00fdr skilabo\u00f0 a\u00f0 n\u00fa \u00e6tli \u00feau a\u00f0 l\u00e6ra st\u00e6r\u00f0fr\u00e6\u00f0i allt \u00f6\u00f0ruv\u00edsi en \u00feau hafa vanist. \u00cd sta\u00f0 \u00feess a\u00f0 sitja og skrifa \u00ed gl\u00f3sub\u00f3k, vinna \u00feau n\u00fa standandi. \u00cd sta\u00f0 \u00feess a\u00f0 velja s\u00e9r s\u00e6ti og vinna ein e\u00f0a me\u00f0 sessunaut, \u00fe\u00e1 vinna \u00feau \u00ed \u00feriggja manna h\u00f3pi, sem valinn er af handah\u00f3fi \u00ed hverjum einasta t\u00edma. \u00cd sta\u00f0 \u00feess a\u00f0 vinna a\u00f0 d\u00e6mum \u00ed b\u00f3kinni eftir a\u00f0 kennarinn s\u00fdnir \u00feeim tilteknar a\u00f0fer\u00f0ir til a\u00f0 leysa \u00feau, \u00fe\u00e1 vinna \u00feau a\u00f0 \u00ferautum \u00e1n \u00feess a\u00f0 vita lausnarlei\u00f0ina fyrir fram. Eftir \u00ferj\u00e1r til fimm kennslustundir af \u00ferautalausnarvinnu me\u00f0 a\u00f0fer\u00f0um hugsandi sk\u00f3lastofu, er b\u00fai\u00f0 a\u00f0 brj\u00f3ta ni\u00f0ur g\u00f6mlu hef\u00f0bundnu vi\u00f0mi\u00f0 sk\u00f3lastofunnar og nemendur geta byrja\u00f0 a\u00f0 leysa n\u00e1mskr\u00e1rtengd verkefni \u00far n\u00e1ms\u00e1\u00e6tlun \u00e1n \u00feess a\u00f0 f\u00e1 \u00e1kve\u00f0na lausnarlei\u00f0 uppgefna fyrir fram. N\u00fa eru nemendur virkilega a\u00f0 hugsa.<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Hugsandi sk\u00f3lastofa<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Hugsandi sk\u00f3lastofa er hugarf\u00f3stur st\u00e6r\u00f0fr\u00e6\u00f0imenntunarfr\u00e6\u00f0ingsins Peter Liljedahl. Hann og samstarfsf\u00f3lk hans vi\u00f0 Simon Fraser h\u00e1sk\u00f3lann \u00ed Kanada hafa fr\u00e1 upphafi 21. aldar rannsaka\u00f0 og \u00fer\u00f3a\u00f0 hugsandi sk\u00f3lastofu. Hugsandi sk\u00f3lastofa sn\u00fdst um a\u00f0 skapa r\u00fdmi \u00fear sem hugsun er \u00ed fyrirr\u00fami; r\u00fdmi \u00fear sem nemendur vinna saman a\u00f0 verkefnum sem eru h\u00f6nnu\u00f0 til a\u00f0 byggja upp skilning \u00e1 n\u00fdjum hugt\u00f6kum og hugmyndum; r\u00fdmi \u00fear sem nemendur leita skilnings \u00ed gegnum samr\u00e6\u00f0ur vi\u00f0 samnemendur og kennara (Liljedahl, 2020). <\/p>\n\n\n\n

Liljedahl hefur sett saman lista af 14 atri\u00f0um sem kennarar geta fylgt skref fyrir skref til a\u00f0 brj\u00f3ta ni\u00f0ur \u00feau hef\u00f0bundnu vi\u00f0mi\u00f0 sem kennari og nemendur hafa \u00e1\u00f0ur vanist og byggja upp sk\u00f3lastofu sem ekki a\u00f0eins stu\u00f0lar a\u00f0 hugsun nemenda og kennara heldur krefst hugsunar, b\u00e6\u00f0i sj\u00e1lfst\u00e6tt og \u00ed h\u00f3pum, \u00ed samr\u00e6\u00f0um og virkri gl\u00edmu vi\u00f0 verkefni.<\/p>\n\n\n\n

\u00dea\u00f0 er \u00f3raunh\u00e6ft fyrir kennara a\u00f0 \u00fatf\u00e6ra \u00f6ll 14 atri\u00f0in \u00ed einu og \u00fev\u00ed er b\u00fai\u00f0 a\u00f0 skipta \u00feessum fj\u00f3rt\u00e1n atri\u00f0um ni\u00f0ur \u00ed fj\u00f6gur innlei\u00f0ingarskref. Kennarinn byrjar \u00e1 skrefi eitt og f\u00e6rir sig ekki \u00ed skref tv\u00f6 fyrr en hann\/h\u00fan\/h\u00e1n hefur n\u00e1\u00f0 t\u00f6kum \u00e1 \u00fev\u00ed fyrsta og svo koll af kolli. \u00c1 mynd 5 m\u00e1 sj\u00e1 \u00f6ll fj\u00f3rt\u00e1n atri\u00f0in og hvernig \u00feau skiptast \u00ed innlei\u00f0ingarskrefin fj\u00f6gur.<\/p>\n<\/div>\n\n\n\n

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Mynd 5:<\/strong> 14 atri\u00f0i til a\u00f0 byggja upp hugsandi sk\u00f3lastofu (Liljedahl, 2020, bls. 281). \u00cd lauslegri \u00fe\u00fd\u00f0ingu Ey\u00fe\u00f3rs Eir\u00edkssonar.<\/em><\/figcaption><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n
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Eins og kom fram h\u00e9r a\u00f0 ofan sn\u00fdst fyrsta skrefi\u00f0 um a\u00f0 \u00f6gra nemendum til a\u00f0 brj\u00f3ta ni\u00f0ur n\u00faverandi vi\u00f0mi\u00f0 og byrja a\u00f0 byggja upp n\u00fd vi\u00f0mi\u00f0 sem krefjast hugsunar. Fyrsta skrefi\u00f0 inniheldur eftirfarandi \u00ferj\u00fa atri\u00f0i:<\/p>\n\n\n\n