{"id":4146,"date":"2024-11-20T16:19:05","date_gmt":"2024-11-20T16:19:05","guid":{"rendered":"https:\/\/flatarmal.is\/?p=4146"},"modified":"2025-07-18T09:32:34","modified_gmt":"2025-07-18T09:32:34","slug":"tolum-saman-um-staerdfraedi-karamelluverkefnid","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=4146","title":{"rendered":"T\u00f6lum saman um st\u00e6r\u00f0fr\u00e6\u00f0i – karamelluverkefni\u00f0"},"content":{"rendered":"\n

Selma Hr\u00f6nn Hauksd\u00f3ttir<\/strong>.<\/p>\n\n\n\n

\u00cd upphafi \u00feessa sk\u00f3la\u00e1rs \u00e1kv\u00e1\u00f0u kennarar sem kenna st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed S\u00e6mundarsk\u00f3la a\u00f0 skr\u00e1 sig saman \u00e1 n\u00e1mskei\u00f0 hj\u00e1 Opnu Menntafl\u00e9ttunni<\/a> sem heitir \u201eTungum\u00e1l st\u00e6r\u00f0fr\u00e6\u00f0innar\u201d. Markmi\u00f0i\u00f0 var a\u00f0 stilla saman strengi og styrkja samtal st\u00e6r\u00f0fr\u00e6\u00f0ikennara \u00fevert \u00e1 aldursstig \u00ed sk\u00f3lanum.<\/p>\n\n\n\n

Vi\u00f0 byrju\u00f0um \u00e1 a\u00f0 hittast og r\u00e6\u00f0a saman um \u00fea\u00f0 hvernig vi\u00f0 h\u00f6fum haga\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ikennslu \u00ed okkar \u00e1rgangi og hvernig vi\u00f0 s\u00e1um fyrir okkur samstarfi\u00f0 \u00feennan veturinn. Vi\u00f0 \u00e1kv\u00e1\u00f0um a\u00f0 fyrsti \u00fer\u00f3unarhringur af fj\u00f3rum yr\u00f0i framkv\u00e6mdur fyrir lok okt\u00f3ber og var mi\u00f0a\u00f0 vi\u00f0 vetrarfr\u00ed.<\/p>\n\n\n\n

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Hverjum \u00fer\u00f3unarhring er skipt ni\u00f0ur \u00ed fj\u00f3ra hluta. \u00deeir eru:<\/p>\n\n\n\n

Skref A:<\/strong> \u00de\u00e1tttakendur undirb\u00faa sig me\u00f0 lestri e\u00f0a \u00e1horfi \u2013 og undirb\u00faa spurningar.<\/p>\n\n\n\n

Skref B:<\/strong> \u00de\u00e1tttakendur funda me\u00f0 teymi s\u00ednu og gera \u00e1\u00e6tlun um \u00fatf\u00e6rslu \u00ed starfi.<\/p>\n\n\n\n

Skref C:<\/strong> \u00de\u00e1tttakendur og teymi \u00feeirra framkv\u00e6ma \u00e1\u00e6tlun og skr\u00e1 hj\u00e1 s\u00e9r athuganir.<\/p>\n\n\n\n

Skref D:<\/strong> \u00de\u00e1tttakendur funda aftur me\u00f0 teyminu og r\u00e6\u00f0a hvernig til t\u00f3kst og hvernig nemendur brug\u00f0ust vi\u00f0.<\/p>\n<\/div>\n\n\n\n

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\u00cd fyrsta hluta (undirb\u00faningur) kynntum vi\u00f0 okkur, hvert og eitt, efni\u00f0 sem \u00e1\u00e6tla\u00f0 var a\u00f0 vinna me\u00f0. Vi\u00f0 l\u00e1sum grein og horf\u00f0um \u00e1 myndb\u00f6nd til a\u00f0 koma okkur betur inn \u00ed \u00fea\u00f0 efni sem unni\u00f0 er me\u00f0 \u00ed n\u00e1mskei\u00f0inu. Vi\u00f0 l\u00e1sum greinina \u201eLei\u00f0ir til a\u00f0 \u00fer\u00f3a hugtakaskilning \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i\u201c eftir Maaike Hajer vi\u00f0 H\u00e1sk\u00f3lann \u00ed Malm\u00f6, Bj\u00f6rn Kindenberg og S\u00f6ru Ramsfeldt vi\u00f0 Stokkh\u00f3lmsh\u00e1sk\u00f3la. \u00cd greininni er fjalla\u00f0 um hva\u00f0 tungum\u00e1li\u00f0 sem kennarar nota og hugtakaskilningur eru mikilv\u00e6gir \u00fe\u00e6ttir \u00feegar kemur a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i og st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi.<\/p>\n\n\n\n

Kennararnir horf\u00f0u einnig \u00e1 myndband \u00fear sem teki\u00f0 var vi\u00f0tal vi\u00f0 Birnu Hugr\u00fanu Bjarnard\u00f3ttur en h\u00fan haf\u00f0i lagt fyrir s\u00edna nemendur \u00feetta sama verkefni og vi\u00f0 l\u00f6g\u00f0um fyrir okkar nemendur. \u00dea\u00f0 myndaband n\u00fdttist mj\u00f6g vel sem hugmynd a\u00f0 verkefni sem vi\u00f0 g\u00e6tum lagt fyrir nemendah\u00f3pinn okkar. \u00dea\u00f0 var einnig mj\u00f6g gott fyrir kennara eins og mig sj\u00e1lfa sem er n\u00fdlega byrju\u00f0 a\u00f0 kenna st\u00e6r\u00f0fr\u00e6\u00f0i a\u00f0 b\u00e6ta \u00ed verkefnabankann minn og sj\u00e1 verkefni fr\u00e1 \u00f6\u00f0rum kennara og kynnast fleiri \u00fatf\u00e6rslum \u00e1 lausnum nemenda.<\/p>\n\n\n\n

\u00deessi undirb\u00faningur kom s\u00e9r vel fyrir mig pers\u00f3nulega sem kennara \u00fear sem \u00e9g var\u00f0 mun me\u00f0vita\u00f0ri um \u00fea\u00f0 hvernig \u00e9g nota\u00f0i tungum\u00e1l og or\u00f0afor\u00f0a \u00ed minni kennslu. \u00c9g var\u00f0 me\u00f0vita\u00f0ri um a\u00f0 nota ekki sama m\u00e1lfar og nemendur sem vilja oft einfalda tungum\u00e1li\u00f0 sitt og tala \u00feess vegna reglulega um a\u00f0 \u201epl\u00fasa\u201c e\u00f0a \u201esinnum-a\u201c d\u00e6mi en \u00e9g lag\u00f0i mig s\u00e9rstaklega fram vi\u00f0 a\u00f0 lei\u00f0r\u00e9tta nemendur \u00feegar \u00feeir notu\u00f0u svona m\u00e1lfar og nota\u00f0i sj\u00e1lf or\u00f0in \u201emargfalda\u201c og \u201eleggja saman\u201c. \u00deessi breyting er \u00e1n efa eitthva\u00f0 sem mun fylgja m\u00e9r \u00ed minni st\u00e6r\u00f0fr\u00e6\u00f0ikennslu \u00ed framt\u00ed\u00f0inni og vonandi ver\u00f0a einhverjir nemendur sem munu tileinka s\u00e9r betra m\u00e1lfar \u00ed s\u00ednu st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi fram \u00e1 unglingastigi\u00f0. <\/p>\n\n\n\n

Annar hluti n\u00e1mskei\u00f0sins h\u00f3fst \u00e1 fundi \u00feann 17. september \u00fear sem allir r\u00e6ddu saman um upplifun s\u00edna og hugmyndir um hvernig unni\u00f0 yr\u00f0i me\u00f0 \u00feri\u00f0ja skrefi\u00f0. En \u00ed \u00feri\u00f0ja hluta framkv\u00e6mdi hver og einn kennari verkefni me\u00f0 s\u00ednum nemendah\u00f3pi sem var fyrirfram \u00e1kve\u00f0i\u00f0. Og \u00feann 8. okt\u00f3ber hittist h\u00f3purinn aftur og r\u00e6ddi hvernig t\u00f3kst a\u00f0 framkv\u00e6ma verkefnin og hvernig vi\u00f0 sem kennarar upplif\u00f0um \u00feessa reynslu me\u00f0 okkar nemendah\u00f3pi.<\/p>\n\n\n\n

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Verkefnavinnan<\/strong><\/p>\n\n\n\n

Vi\u00f0 \u00e1 mi\u00f0stiginu \u00e1kv\u00e1\u00f0um a\u00f0 leggja fyrir svokalla\u00f0 \u201ekaramelluverkefni\u201d sem fylgdi me\u00f0 \u00ed n\u00e1mskei\u00f0inu. Kennarar \u00e1 mi\u00f0stigi \u00e1kv\u00e1\u00f0u hver fyrir sig hvernig \u00fatf\u00e6rslan yr\u00f0i og var enginn \u00e1rgangur me\u00f0 s\u00f6mu a\u00f0fer\u00f0ina. Sumir l\u00f6g\u00f0u verkefni\u00f0 fyrir sem paraverkefni, a\u00f0rir sem h\u00f3paverkefni \u00e1 me\u00f0an einhverjir n\u00fdttu s\u00e9r a\u00f0fer\u00f0ir \u201ehugsandi sk\u00f3lastofu\u201d. Vi\u00f0 \u00ed sj\u00f6tta bekk l\u00f6g\u00f0um verkefni\u00f0 fyrir sem einstaklingsverkefni.<\/p>\n\n\n\n

\u00datf\u00e6rsla okkar var \u00feannig a\u00f0 kennari kynnti verkefni\u00f0 fyrir nemendum. Bekknum var skipt upp \u00ed 3 vinnuh\u00f3pa og voru um \u00fea\u00f0 bil 14 nemendur \u00ed hverjum vinnuh\u00f3pi. \u00cd upphafi var \u00fea\u00f0 \u00fatsk\u00fdrt fyrir nemendum a\u00f0 \u00feau myndu f\u00e1 or\u00f0ad\u00e6mi sem \u00feau \u00e6ttu a\u00f0 leysa og hef\u00f0u val um \u00fea\u00f0 hvernig \u00feau myndu \u00fatf\u00e6ra sv\u00f6rin s\u00edn. Eina sem var ekki leyfilegt \u00feegar svari var skila\u00f0, var a\u00f0 s\u00fdna a\u00f0eins reiknia\u00f0ger\u00f0ina e\u00f0a \u00fatreikninga sem notast var vi\u00f0. Nemendur fengu hver og einn hv\u00edtt A3 bla\u00f0 og \u00feau fyrirm\u00e6li a\u00f0 reyna a\u00f0 taka eftir \u00fev\u00ed hvernig hugurinn \u00feeirra f\u00e6ri fr\u00e1 \u00fev\u00ed a\u00f0 lesa d\u00e6mi\u00f0 og hvernig hann k\u00e6mist \u00e1 \u00feann \u00e1fangasta\u00f0 a\u00f0 finna svari\u00f0. Lausninni m\u00e1ttu nemendur skila \u00ed or\u00f0um, teikningu, myndas\u00f6gu e\u00f0a hvernig sem \u00feeim fannst best og hvernig \u00feau s\u00e1u verkefni\u00f0 fyrir s\u00e9r. \u00dev\u00ed n\u00e6st varpa\u00f0i kennarinn or\u00f0ad\u00e6minu upp \u00e1 skj\u00e1 og nemendur byrju\u00f0u a\u00f0 velta v\u00f6ngum og p\u00e6la og sj\u00e1 fyrir s\u00e9r ni\u00f0urst\u00f6\u00f0una \u00e1 bla\u00f0i.<\/p>\n\n\n\n

D\u00e6mi\u00f0 sem nemendur \u00e1ttu a\u00f0 leysa var eftirfarandi:<\/p>\n\n\n\n

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\u00dea\u00f0 voru nokkrar karamellur \u00ed sk\u00e1l. Siggi tekur helminginn af \u00feeim. S\u00ed\u00f0an tekur L\u00f3a helminginn af karamellunum sem \u00fe\u00e1 eru eftir. A\u00f0 lokum kemur Magn\u00fas og hann tekur helminginn af karamellunum sem L\u00f3a skildi eftir. \u00de\u00e1 voru 6 karamellur eftir \u00ed sk\u00e1linni. Hva\u00f0 voru margar karamellur \u00ed sk\u00e1linni \u00e1\u00f0ur en Siggi t\u00f3k karamellur \u00far henni?<\/em><\/p>\n<\/div>\n\n\n\n

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Nemendum var bo\u00f0i\u00f0 a\u00f0 nota einingakubba s\u00e9r til a\u00f0sto\u00f0ar vi\u00f0 a\u00f0 leysa verkefni\u00f0 og margir n\u00fdttu s\u00e9r \u00fea\u00f0 til \u00feess a\u00f0 sj\u00e1 fyrir s\u00e9r \u201ekaramellurnar\u201d.<\/p>\n\n\n\n

\u00dea\u00f0 var \u00f3tr\u00falega \u00e1hugavert a\u00f0 fylgjast me\u00f0 nemendum sp\u00e1 og spek\u00falera og skemmtilegt a\u00f0 sj\u00e1 hvernig \u00feau t\u00f3kust \u00e1 vi\u00f0 verkefni\u00f0 \u00e1 mismunandi h\u00e1tt. Sumir s\u00e1u svari\u00f0 \u00f3tr\u00falega hratt en \u00e1ttu mj\u00f6g erfitt me\u00f0 a\u00f0 sj\u00e1 hvernig \u00feeir \u00e6ttu a\u00f0 setja hugsun s\u00edna ni\u00f0ur \u00e1 bla\u00f0 \u00e1n \u00feess a\u00f0 nota t\u00f6lurnar eing\u00f6ngu. Nokkrir l\u00e9tu \u00feann hluta fara \u00ed taugarnar \u00e1 s\u00e9r og \u00e1ttu erfi\u00f0ast me\u00f0 a\u00f0 finna lei\u00f0 til a\u00f0 koma hugsunum s\u00ednum ni\u00f0ur \u00e1 bla\u00f0i\u00f0. Nokkrir nemendur \u00feurftu alla kennslustundina til \u00feess a\u00f0 finna svari\u00f0 vi\u00f0 d\u00e6minu og t\u00f3ku verkefnal\u00fdsingu kennara mj\u00f6g b\u00f3kstaflega me\u00f0 \u00fev\u00ed a\u00f0 skr\u00e1 \u00f6ll skrefin s\u00edn samviskusamlega ni\u00f0ur \u00e1 bla\u00f0, \u00f6ll mist\u00f6kin og a\u00f0 lokum lausnina. Enn a\u00f0rir s\u00e1u lausnina fyrir nokku\u00f0 snemma og g\u00e1tu gefi\u00f0 s\u00e9r g\u00f3\u00f0an t\u00edma og b\u00fai\u00f0 til flottar s\u00f6gur og teikningar til a\u00f0 skila lausninni \u00e1 frumlegan og skemmtilegan h\u00e1tt.<\/p>\n\n\n

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\u00dea\u00f0 kom skemmtilega \u00e1 \u00f3vart hversu \u00f3l\u00edkar n\u00e1lganir nemendur notu\u00f0u, b\u00e6\u00f0i vi\u00f0 a\u00f0 leysa d\u00e6mi\u00f0 \u00ed kennslustund og \u00ed a\u00f0 koma s\u00ednum hugsunum ni\u00f0ur \u00e1 bla\u00f0. Sumir s\u00e1u strax a\u00f0 til \u00feess a\u00f0 leysa d\u00e6mi\u00f0 \u00feyrfti a\u00f0 fikra sig aftur\u00e1bak og f\u00e1 lausnina \u00feannig \u00e1 me\u00f0an a\u00f0rir n\u00fdttu s\u00e9r kubbana, settu hr\u00fagu \u00e1 bor\u00f0i\u00f0 sitt og byrju\u00f0u \u00e1 byrjuninni, l\u00f6g\u00f0u upp me\u00f0 \u00e1kve\u00f0inn fj\u00f6lda \u00ed byrjun og sannreyndu hvort d\u00e6mi\u00f0 myndi ganga upp \u00e1 \u00feann veg. Oft \u00feurfti nokkrar tilraunir til a\u00f0 f\u00e1 r\u00e9tta ni\u00f0urst\u00f6\u00f0u.<\/p>\n\n\n

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\u00deegar allir h\u00f6f\u00f0u loki\u00f0 vi\u00f0 verkefni\u00f0 og skila\u00f0 \u00fev\u00ed t\u00f3k kennari stutt spjall vi\u00f0 nemendur til a\u00f0 heyra hvernig \u00feeim hef\u00f0i fundist verkefni\u00f0. \u00deetta var j\u00fa mikil breyting fr\u00e1 \u00feeim verkefnum sem \u00feeir hafa tekist \u00e1 vi\u00f0 \u00e1\u00f0ur. Sv\u00f6rin sem komu voru \u00f6ll j\u00e1kv\u00e6\u00f0. Nemendur vildu meira svona, \u00feeim fannst \u00feetta erfitt til a\u00f0 byrja me\u00f0 en skemmtilegt \u00feegar komi\u00f0 var sm\u00e1 skri\u00f0 \u00e1 verkefni\u00f0 og fannst mj\u00f6g gaman a\u00f0 finna tilfinninguna sem fylgir \u00fev\u00ed \u00feegar ma\u00f0ur tekst \u00e1 vi\u00f0 erfitt verkefni sem vir\u00f0ist \u00ed byrjun \u00f3yfirst\u00edganlegt en n\u00e6r svo a\u00f0 leysa vandam\u00e1li\u00f0. Sigurtilfinningin sem fylgir er engu l\u00edk. Allir nemendur sem sv\u00f6ru\u00f0u nefndu \u00fea\u00f0 a\u00f0 \u00feeir myndu vilja vinna svona verkefni oftar.<\/p>\n\n\n

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\u00deegar \u00e9g f\u00f3r a\u00f0 hugsa um \u00feessa viku eftir \u00e1 var \u00e9g svo samm\u00e1la nemendum a\u00f0 m\u00f6rgu leyti. M\u00e9r fannst skemmtilegt a\u00f0 leggja fyrir verkefni sem var \u00f6\u00f0ruv\u00edsi en vi\u00f0 h\u00f6f\u00f0um gert \u00e1\u00f0ur. \u00c9g hef alltaf lagt mig fram vi\u00f0 a\u00f0 leggja fyrir fj\u00f6lbreyttar \u00fatf\u00e6rslur \u00e1 verkefnum vegna \u00feess a\u00f0 m\u00e9r sj\u00e1lfri finnst ekki skemmtilegt a\u00f0 leysa verkefni alltaf \u00e1 sama h\u00e1tt, hvorki \u00ed kennslu n\u00e9 annars sta\u00f0ar.<\/p>\n\n\n

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\u00c9g var nokku\u00f0 hikandi a\u00f0 fara inn \u00ed verkefni\u00f0, hafandi aldrei lagt svona fyrir \u00e1\u00f0ur og mitt helsta \u00f3\u00f6ryggi var a\u00f0 \u00e9g k\u00e6mi innl\u00f6gninni \u00e1 verkefninu ekki n\u00f3gu vel fr\u00e1 m\u00e9r. Hvernig \u00e9g \u00e6tti a\u00f0 \u00fatsk\u00fdra fyrir \u00feeim a\u00f0 \u00feau m\u00e6ttu ekki svara me\u00f0 t\u00f6lum og reiknia\u00f0ger\u00f0um heldur or\u00f0um e\u00f0a teikningum.<\/p>\n\n\n

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M\u00e9r fannst \u00f3tr\u00falega skemmtilegt a\u00f0 sj\u00e1 \u00fatf\u00e6rslur nemenda \u00e1 verkefninu og \u00feeirra sv\u00f6rum. \u00dea\u00f0 voru svo margir nemendur sem komu skemmtilega \u00e1 \u00f3vart. \u00dea\u00f0 var fr\u00e1b\u00e6rt a\u00f0 sj\u00e1 nemendur sem eiga erfitt me\u00f0 marga \u00fe\u00e6tti st\u00e6r\u00f0fr\u00e6\u00f0innar f\u00e1 a\u00f0 bl\u00f3mstra \u00fearna. \u00dea\u00f0 t\u00f3k kannski heila kennslustund a\u00f0 leysa verkefni\u00f0 sj\u00e1lft en listaverkin sem komu ni\u00f0ur \u00e1 bla\u00f0 voru st\u00f3rkostleg af \u00fev\u00ed a\u00f0 styrkleiki \u00feessara nemenda var frekar a\u00f0 tj\u00e1 sig \u00ed teikningu heldur en t\u00f6lum. A\u00f0 sama skapi var gaman a\u00f0 fylgjast me\u00f0 \u00feeim nemendum sem eru sterkir \u00ed st\u00e6r\u00f0fr\u00e6\u00f0inni \u00feurfa a\u00f0 klj\u00e1st vi\u00f0 \u00e1skorunina a\u00f0 \u00fatsk\u00fdra hvernig \u00feeir fengu svari\u00f0. \u00deeir voru jafnvel ekki nema nokkrar m\u00edn\u00fatur a\u00f0 leysa d\u00e6mi\u00f0 en \u00e1ttu \u00f3tr\u00falega erfitt me\u00f0 a\u00f0 finna hvernig \u00feeir \u00e6ttu a\u00f0 setja hugsanir s\u00ednar ni\u00f0ur \u00e1 bla\u00f0. \u201e\u00c9g kann ekki a\u00f0 \u00fatsk\u00fdra hvernig \u00e9g f\u00e9kk svari\u00f0, \u00e9g fann \u00fea\u00f0 bara\u201d. <\/p>\n\n\n

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\u00deetta var \u00f3tr\u00falega skemmtilegt og l\u00e6rd\u00f3msr\u00edkt ferli fyrir okkur \u00f6ll, b\u00e6\u00f0i mig sem kennara og m\u00edna nemendur. \u00c9g held a\u00f0 vi\u00f0 h\u00f6fum \u00f6ll tekist \u00e1 vi\u00f0 \u00e1skoranir \u00e1 okkar h\u00e1tt \u00ed \u00feessu verkefni og f\u00f6rum \u00f6rl\u00edti\u00f0 \u00f6ruggari me\u00f0 okkur sj\u00e1lf inn \u00ed n\u00e6stu verkefni st\u00e6r\u00f0fr\u00e6\u00f0innar.<\/p>\n\n\n\ufeff\u7280\u5229\u58eb<\/a>\n<\/span>

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Selma Hr\u00f6nn Hauksd\u00f3ttir, <\/strong>
umsj\u00f3narkennari \u00e1 mi\u00f0stigi \u00ed S\u00e6mundarsk\u00f3la.<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Selma Hr\u00f6nn Hauksd\u00f3ttir. \u00cd upphafi \u00feessa sk\u00f3la\u00e1rs \u00e1kv\u00e1\u00f0u kennarar sem kenna st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed S\u00e6mundarsk\u00f3la a\u00f0 skr\u00e1 sig saman \u00e1 n\u00e1mskei\u00f0 hj\u00e1 Opnu Menntafl\u00e9ttunni sem heitir \u201eTungum\u00e1l st\u00e6r\u00f0fr\u00e6\u00f0innar\u201d. Markmi\u00f0i\u00f0 var a\u00f0 stilla saman strengi og styrkja samtal st\u00e6r\u00f0fr\u00e6\u00f0ikennara \u00fevert \u00e1 aldursstig \u00ed sk\u00f3lanum. Vi\u00f0 byrju\u00f0um \u00e1 a\u00f0 hittast og r\u00e6\u00f0a saman um \u00fea\u00f0 hvernig vi\u00f0 h\u00f6fum…<\/p>\n","protected":false},"author":1,"featured_media":4158,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[16,26,18,21,14],"class_list":["post-4146","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-midstig","tag-opna-menntaflettan","tag-skapandi-staerdfraediverkefni","tag-staerdfraedi","tag-staerdfraedikennsla"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/4146","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4146"}],"version-history":[{"count":21,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/4146\/revisions"}],"predecessor-version":[{"id":5359,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/4146\/revisions\/5359"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/4158"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4146"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4146"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4146"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}