{"id":5440,"date":"2025-09-23T17:01:30","date_gmt":"2025-09-23T17:01:30","guid":{"rendered":"https:\/\/flatarmal.is\/?p=5440"},"modified":"2025-09-25T15:02:27","modified_gmt":"2025-09-25T15:02:27","slug":"hugsandi-skolastofa-reynsla-kennara-af-thatttoku-i-namskeidum","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=5440","title":{"rendered":"Hugsandi sk\u00f3lastofa \u2013 Reynsla kennara af \u00fe\u00e1ttt\u00f6ku \u00ed n\u00e1mskei\u00f0um"},"content":{"rendered":"\n

SamSTEM<\/a> st\u00f3\u00f0 \u00ed j\u00fan\u00ed 2025 fyrir tveimur n\u00e1mskei\u00f0um um Hugsandi sk\u00f3lastofu (Building Thinking Classrooms). N\u00e1mskei\u00f0in s\u00f3tti fj\u00f6ldi \u00edslenskra st\u00e6r\u00f0fr\u00e6\u00f0ikennara sem hafa s\u00fdnt \u00feessari n\u00e1lgun \u00ed kennslu s\u00edvaxandi \u00e1huga. Dr. Peter Liljedahl, pr\u00f3fessor vi\u00f0 Simon Fraser-h\u00e1sk\u00f3la \u00ed Kanada sem \u00fer\u00f3a\u00f0 hefur n\u00e1lgunina Hugsandi sk\u00f3lastofa (Building Thinking Classrooms) stj\u00f3rna\u00f0i n\u00e1mskei\u00f0unum og veitti lei\u00f0s\u00f6gn um hvernig \u00feessi a\u00f0fer\u00f0 er n\u00fdtt \u00ed kennslustofunni. Peter hefur um \u00e1rabil rannsaka\u00f0 hvernig megi efla hugsun nemenda \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi og haldi\u00f0 n\u00e1mskei\u00f0 v\u00ed\u00f0a um heim.<\/p>\n\n\n\n

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Me\u00f0 \u00fe\u00fd\u00f0ingu Bjarnhei\u00f0ar Kristinsd\u00f3ttur \u00e1 b\u00f3kinni Hugsandi sk\u00f3lastofa sem kom \u00fat hj\u00e1 H\u00e1sk\u00f3la\u00fatg\u00e1funni sumari\u00f0 2025, og me\u00f0 \u00fev\u00ed a\u00f0 taka \u00fe\u00e1tt \u00ed n\u00e1mskei\u00f0i undir lei\u00f0s\u00f6gn Peters, hafa \u00edslenskir kennarar n\u00fa fengi\u00f0 fr\u00e6\u00f0ilegan grunn og pr\u00f3fa\u00f0 hagn\u00fdtar a\u00f0fer\u00f0ir hugsandi sk\u00f3lastofu til a\u00f0 efla starf sitt. \u00c1 n\u00e1mskei\u00f0unum gaf Peter d\u00e6mi \u00far kennslu, me\u00f0al annars me\u00f0 vinnu vi\u00f0 \u00ferautir, h\u00f3paskiptingu me\u00f0 \u00f3v\u00e6ntum h\u00e6tti og markvissum a\u00f0fer\u00f0um til a\u00f0 \u201efesta inntak n\u00e1msefnisins \u00ed sessi\u201c.<\/p>\n\n\n\n

Heims\u00f3kn Peters h\u00f3fst me\u00f0 \u00f3formlegum fundi me\u00f0 \u00e1hugas\u00f6mum st\u00e6r\u00f0fr\u00e6\u00f0ikennurum sem hafa veri\u00f0 a\u00f0 n\u00fdta n\u00e1lgunina \u00ed kennslu sinni. Haldin voru tv\u00f6 n\u00e1mskei\u00f0, hvort n\u00e1mskei\u00f0 var tveir dagar. Fyrra n\u00e1mskei\u00f0i\u00f0 var \u00e6tla\u00f0 h\u00e1sk\u00f3la- og framsk\u00f3lakennurum en \u00fea\u00f0 seinna var s\u00e9rstaklega sni\u00f0i\u00f0 a\u00f0 grunnsk\u00f3lakennurum. Mikil \u00e1n\u00e6gja var me\u00f0al \u00fe\u00e1tttakenda og h\u00e9r fyrir ne\u00f0an m\u00e1 lesa fr\u00e1sagnir kennara af hvoru n\u00e1mskei\u00f0i fyrir sig.<\/p>\n<\/div>\n\n\n\n

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Reynsla kennara af n\u00e1mskei\u00f0i fyrir framhalds- og h\u00e1sk\u00f3lakennara<\/strong><\/p>\n\n\n\n

\u00cd byrjun j\u00fan\u00ed  s\u00f3tti \u00e9g tveggja daga n\u00e1mskei\u00f0 um hugsandi sk\u00f3lastofu sem var haldi\u00f0 \u00e1 vegum SamSTEM. \u00c9g er mikill a\u00f0d\u00e1andi \u00feessarar kennslua\u00f0fer\u00f0ar og hef \u00e1\u00f0ur s\u00f3tt n\u00e1mskei\u00f0 um hugsandi sk\u00f3lastofu. \u00deetta var hins vegar \u00ed fyrsta skipti sem \u00e9g hitti Peter Liljedahl, h\u00f6fund og rannsakanda \u00feessarar kennslua\u00f0fer\u00f0ar. Hann leiddi n\u00e1mskei\u00f0i\u00f0 og var \u00fea\u00f0 \u00f3metanleg reynsla a\u00f0 taka \u00fe\u00e1tt \u00ed \u00fev\u00ed og fylgjast me\u00f0 honum n\u00fdta \u00feessa kennslua\u00f0fer\u00f0.<\/p>\n\n\n\n

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Fyrst hitti \u00e9g Peter \u00e1 \u00f3formlegum fundi degi \u00e1\u00f0ur en n\u00e1mskei\u00f0i\u00f0 h\u00f3fst. Vi\u00f0 skr\u00e1ningu \u00e1 n\u00e1mskei\u00f0 var bo\u00f0i\u00f0 a\u00f0 m\u00e6ta \u00e1 \u00feennan \u00f3formlega fund til a\u00f0 spyrja spurninga, deila s\u00f6gum \u00far kennslu, f\u00e1 endurgj\u00f6f og a\u00f0 f\u00e1 a\u00f0 heyra reynslu annara til a\u00f0 f\u00e1 innbl\u00e1stur. Um tuttugu kennarar m\u00e6ttu \u00e1 fundinn sem var haldinn m\u00e1nudaginn 9. j\u00fan\u00ed, annan \u00ed hv\u00edtasunnu, \u00e1 s\u00f3lr\u00edkum degi. <\/p>\n<\/div>\n\n\n\n

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Eins og allt n\u00e1mskei\u00f0i\u00f0 \u00ed heild var \u00feessi hittingur vi\u00f0 Peter vel skipulag\u00f0ur. Bjarnhei\u00f0ur Kristinsd\u00f3ttir haf\u00f0i sent p\u00f3st \u00e1 okkur \u00f6ll sem skr\u00e1\u00f0 h\u00f6f\u00f0um okkur \u00e1 fundinn. H\u00fan ba\u00f0 okkur um a\u00f0 senda \u00e1 hana \u00feau erindi sem vi\u00f0 vildum r\u00e6\u00f0a e\u00f0a spyrja n\u00e1nar um og sendi h\u00fan svo efni\u00f0 \u00e1fram til Peter. \u00deannig a\u00f0 \u00feegar vi\u00f0 m\u00e6ttum \u00e1 fundinn var Peter me\u00f0 spurningar og tilb\u00fain sv\u00f6r sem voru, eins og hann sag\u00f0i sj\u00e1lfur, alltaf \u00ed lengri kantinum.<\/p>\n\n\n\n

Spurningarnar og s\u00f6gurnar voru \u00a0margs konar: Hvernig m\u00e1 virkja nemendur me\u00f0 einhverfu \u00ed hugsandi sk\u00f3lastofu? Hvernig m\u00e1 virkja nemendur sem eru n\u00fdkomnir til landsins?\u00a0 Hvernig m\u00e1 virkja nemendur sem eiga vi\u00f0 alls konar vandam\u00e1l a\u00f0 str\u00ed\u00f0a og eru l\u00f6ngu eru b\u00fanir a\u00f0 gefast upp \u00e1 n\u00e1mi? Hva\u00f0 er h\u00e6gt a\u00f0 gera \u00feegar foreldrar eru \u00f3s\u00e1ttir vi\u00f0 \u00feessa kennslua\u00f0fer\u00f0? Hvernig m\u00e1 skapa umhverfi \u00fear sem nemendur s\u00fdna samkennd og stu\u00f0ning hver \u00f6\u00f0rum ? og fleiri spurningar. Peter hefur \u00fer\u00f3a\u00f0 \u00feessa kennslua\u00f0fer\u00f0 s\u00ed\u00f0ustu 15 \u00e1r. Hann hefur fer\u00f0ast um allan heim me\u00f0 \u00fdmis n\u00e1mskei\u00f0 og vinnustofur fyrir kennara og er b\u00fainn a\u00f0 kenna \u00ed m\u00f6rgum sk\u00f3lum heimsins. Hann b\u00fdr yfir mikilli reynslu og gat \u00fev\u00ed svara\u00f0 spurningum okkar fr\u00e1 \u00f6llum hli\u00f0um. Hann sag\u00f0i okkur fr\u00e1 \u00f3tr\u00falegum atvikum sem g\u00e1fu m\u00e9r virkilegan innbl\u00e1stur og var \u00e9g jafnvel spenntari eftir fundinn a\u00f0 m\u00e6ta n\u00e6sta dag \u00e1 n\u00e1mskei\u00f0i\u00f0.<\/p>\n\n\n\n

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\u00c9g hef veri\u00f0 a\u00f0 nota kennslua\u00f0fer\u00f0ina hugsandi sk\u00f3lastofa og finnst m\u00e9r notkun hennar hafa breytt miklu til b\u00f3ta. \u00c9g g\u00e6ti l\u00fdst \u00fev\u00ed \u00feannig a\u00f0 \u00fea\u00f0 s\u00e9 meira l\u00edf \u00ed kennslustofunni. \u00dea\u00f0 var ekki einfalt a\u00f0 innlei\u00f0a \u00feessa n\u00e1lgun en \u00fea\u00f0 var \u00feess vir\u00f0i. M\u00e9r hefur samt alltaf fundist a\u00f0 \u00fea\u00f0 vanta\u00f0i eitthva\u00f0 \u00ed kennsluna. \u00c9g f\u00f3r \u00e1 n\u00e1mskei\u00f0i\u00f0 til a\u00f0 leita a\u00f0 \u00feessu einhverju og \u00e9g fann \u00fea\u00f0.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Morguninn 10. j\u00fan\u00ed var  vel m\u00e6tt \u00e1 n\u00e1mskei\u00f0i\u00f0, r\u00famlega 50 manns og kannski fleiri. Umhverfi stofu \u00ed \u00c1rnagar\u00f0i haf\u00f0i veri\u00f0 breytt og n\u00fa voru hv\u00edtar plast t\u00fasst\u00f6flur \u00e1 \u00f6llum veggjum. Peter heilsa\u00f0i okkur og lag\u00f0i strax fyrir okkur \u00feraut. Hann nota\u00f0i svo spilastokk til a\u00f0 ra\u00f0a f\u00f3lki\u00f0 \u00ed \u00feriggja manna h\u00f3pa. \u00cd b\u00f3kinni sinni m\u00e6lir Peter me\u00f0 \u00fev\u00ed a\u00f0 \u00feegar byrja\u00f0 s\u00e9 a\u00f0 nota \u00feessa kennslua\u00f0fer\u00f0 (hann kallar \u00fea\u00f0 a\u00f0 byggja hugsandi sk\u00f3lastofu<\/em>) s\u00e9 betra a\u00f0 byrja \u00e1 \u00ferautum frekar en \u00e1 n\u00e1msefninu. Nemendur og kennari kynnast vinnubr\u00f6g\u00f0um og tileinka s\u00e9r \u00feau betur \u00feegar \u00feeir vinna vi\u00f0 skemmtileg st\u00e6r\u00f0fr\u00e6\u00f0iverkefni. \u00dea\u00f0 er einfaldara a\u00f0 virkja nemendur og halda \u00feeim vi\u00f0 vinnu vi\u00f0 verkefni. \u00deannig voru fyrstu verkefni okkar \u00e1 n\u00e1mskei\u00f0inu st\u00e6r\u00f0fr\u00e6\u00f0i\u00ferautir. S\u00ed\u00f0an f\u00f3rum vi\u00f0 a\u00f0 vinna vi\u00f0 verkefni sem byggja \u00e1 inntaki n\u00e1msk\u00e1r.  <\/p>\n\n\n\n

\u00dea\u00f0 skiptir \u00fe\u00f3 ekki m\u00e1li hvort verkefni er \u00feraut e\u00f0a samkv\u00e6mt n\u00e1mskr\u00e1, mikilv\u00e6gast er a\u00f0 festa n\u00e1msefni\u00f0 \u00ed sessi (e. consolidation). \u00deessa \u00e1herslu \u00feurfti \u00e9g a\u00f0 br\u00fdna \u00ed minni kennslu og var h\u00fan sko\u00f0u\u00f0 s\u00e9rstaklega \u00e1 n\u00e1mskei\u00f0inu, \u00fe\u00e1tttakendum til mikillar \u00e1n\u00e6gju. Peter gefur t\u00edmavi\u00f0mi\u00f0 a\u00f0 einn \u00feri\u00f0ji af kennslustund eigi a\u00f0 fara \u00ed a\u00f0 festa efni\u00f0\u00a0 \u00ed sessi, einhvers konar samantekt \u00e1 inntaki kennslustundarinnar. \u00deannig \u00a0ver\u00f0ur verkefni\u00f0 sk\u00fdrt fyrir alla nemendur og \u00feegar \u00feeir labba \u00fat \u00far stofu \u00fe\u00e1 er einhvers konar skipulag\u00a0 komi\u00f0 \u00e1 hugsanir \u00feeirra um vi\u00f0fangsefni dagsins. \u00dea\u00f0 eru \u00ferj\u00e1r lei\u00f0ir sem Peter m\u00e6lir me\u00f0 a\u00f0 nota til a\u00f0 sty\u00f0ja nemendur \u00ed a\u00f0 festa n\u00e1msefni\u00f0 \u00ed sessi. Hann m\u00e6lir me\u00f0 a\u00f0 nota a\u00f0 minnsta kosti tv\u00e6r \u00feeirra \u00ed hverri kennslustund.<\/p>\n\n\n\n

Fyrsta lei\u00f0in er kennarast\u00fdr\u00f0 samantekt. Ef verkefni\u00f0 er opi\u00f0 og hefur margar lausnir og lausnalei\u00f0ir (e. divergent task) \u00fe\u00e1 getur kennari fari\u00f0 \u00ed svokalla\u00f0a galler\u00edg\u00f6ngu me\u00f0 nemendum til a\u00f0 sko\u00f0a lausnir. \u00c1 me\u00f0an nemendur vinna a\u00f0 verkefni velur kennari \u00e1kve\u00f0nar lausnir og merkir \u00fe\u00e6r s\u00e9rstaklega \u00e1 t\u00f6flum nemenda. \u00deannig getur hann fari\u00f0 yfir \u00fe\u00e6r lausnir e\u00f0a lausna\u00f0fer\u00f0ir \u00ed \u00feeirri r\u00f6\u00f0 sem hann telur henta best fyrir nemendur til a\u00f0 \u00feeir geti eflt skilning sinn \u00e1 verkefninu. \u00deannig sj\u00e1 nemendur fleiri lausnalei\u00f0ir og tengsl milli \u00feeirra. Ef verkefni er hins vegar a\u00f0eins eitt r\u00e9tt svar (e. Convergent task) \u00fe\u00e1 getur kennari gert samantekt \u00e1 t\u00f6flu \u00fear sem hann br\u00fdtur verkefni ni\u00f0ur og \u00a0leysir \u00fea\u00f0 \u00e1 t\u00f6flu \u00ed samtali vi\u00f0 nemendur.<\/p>\n\n\n\n

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Anna\u00f0 skref er a\u00f0 b\u00faa til gl\u00f3sur. Gl\u00f3sur eru alltaf skr\u00e1\u00f0ar \u00ed sama sni\u00f0m\u00e1t. T\u00f6flu er skipt \u00ed fj\u00f3ra hluta. \u00cd fyrsta hluta  er gefi\u00f0  l\u00e9tt d\u00e6mi og lausnalei\u00f0 \u00e1 \u00fev\u00ed sem  nemendur \u00feurfa a\u00f0 fylla . \u00cd \u00f6\u00f0rum hluta er skr\u00e1\u00f0 l\u00e9tt  d\u00e6mi sem nemendur \u00feurfa a\u00f0 leysa og s\u00fdna fullm\u00f3ta\u00f0a lausnalei\u00f0. \u00cd  \u00feri\u00f0ja hluta skr\u00e1 nemendur gl\u00f3sur, \u00fea\u00f0 sem \u00feeir \u00feurfa a\u00f0 muna. Fj\u00f3r\u00f0i hluti er au\u00f0ur og mega nemendur \u00fear b\u00faa til og leysa s\u00edn eigin d\u00e6mi. Til a\u00f0 tryggja \u00fea\u00f0 a\u00f0 nemendur hafi a\u00f0gang a\u00f0 gl\u00f3sum getur kennari teki\u00f0 lj\u00f3smynd af \u00feeim og sett \u00ed n\u00e1msumhverfi nemenda. Hann getur l\u00edka vali\u00f0 bestu gl\u00f3surnar og sett a\u00f0eins \u00fe\u00e6r inn e\u00f0a leyft nemendum a\u00f0 taka lj\u00f3smyndir af gl\u00f3sum.<\/p>\n<\/div>\n\n\n\n

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\u00deri\u00f0ja skrefi\u00f0 er a\u00f0 f\u00e1st vi\u00f0 athuga\u00f0u skilning \u00feinn<\/em> spurningar.  Kennari skr\u00e1r nokkur milt<\/em>, kryddu\u00f0<\/em> og sterk<\/em> d\u00e6mi og segir nemendum a\u00f0 velja d\u00e6mi sem \u00feeir vilji leysa. \u00deeir mega byrja hvar sem er, bera saman lausnir vi\u00f0 samnemendur hj\u00e1lpa einhverjum e\u00f0a bi\u00f0ja um hj\u00e1lp. Lykilinn er a\u00f0 kalla d\u00e6min ekki l\u00e9tt, me\u00f0al\u00feung og \u00feung, \u00fev\u00ed \u00fe\u00e1 finnur enginn nemandi fyrir sk\u00f6mm \u00fe\u00f3 hann velji a\u00f0 gera a\u00f0eins l\u00e9tt d\u00e6mi. \u00de\u00e1 m\u00e1 svo b\u00e6ti eins m\u00f6rgum sterkum d\u00e6mum og kennari vill. Markmi\u00f0i\u00f0 er ekki a\u00f0 kl\u00e1ra \u00f6ll d\u00e6mi heldur a\u00f0 nemendur vinni sj\u00e1lfst\u00e6tt.<\/p>\n\n\n\n

Peter segir sj\u00e1lfur a\u00f0 honum sjaldan hefur tekst a\u00f0 gera \u00f6ll \u00ferj\u00fa skrefin \u00ed a\u00f0 festa \u00ed sessi. Tv\u00f6 telur hann a\u00f0 s\u00e9 meira raunh\u00e6ft. A\u00f0al\u00e1herslu beri a\u00f0 leggja \u00e1 a\u00f0 kl\u00e1ra kennslustund me\u00f0 \u00fev\u00ed a\u00f0 festa \u00ed sessi en ekki reyna a\u00f0 byrja n\u00e6stu kennslustund \u00e1 samantekt. Hverja  kennslustund  \u00fearf alltaf a\u00f0 byrja me\u00f0 fimm m\u00edn\u00fatna innl\u00f6gn\/ \u00fatsk\u00fdringu \u00e1 verkefni og leyfa nemendum svo a\u00f0 vinna saman.<\/p>\n\n\n\n

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\u00de\u00e1tttakan \u00ed  n\u00e1mskei\u00f0inu gaf m\u00e9r mikinn innbl\u00e1stur fyrir n\u00e6sta sk\u00f3la\u00e1r. N\u00fa veit \u00e9g \u00ed hva\u00f0a \u00e1tt \u00e9g \u00fearf a\u00f0 fara til a\u00f0 gera kennsluna m\u00edna markvissari. Peter Liljedahl gat haldi\u00f0 athygli\u00f0 okkar allan t\u00edma. Vi\u00f0 fundum varla fyrir \u00fereytu \u00fe\u00f3  vi\u00f0 v\u00e6rum standandi n\u00e1nast allan t\u00edma fyrir framan t\u00f6flur. A\u00f0 lokum vil \u00e9g s\u00e9rstaklega \u00feakka Bjarnhei\u00f0i Kristinsd\u00f3ttur og SamStem f\u00e9l\u00f6gum hennar fyrir vel skipulagt n\u00e1mskei\u00f0.<\/p>\n\n\n\n

Tanya Helgason
Fj\u00f6lbrautask\u00f3lanum vi\u00f0 \u00c1rm\u00fala<\/em><\/p>\n\n\n\n

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Reynsla kennara af n\u00e1mskei\u00f0i fyrir grunnsk\u00f3lakennara<\/strong><\/p>\n\n\n\n

Vi\u00f0 st\u00f6llur s\u00e1tum spenntar dagana 12.\u201313. j\u00fan\u00ed \u00e1 n\u00e1mskei\u00f0i \u00ed H\u00e1sk\u00f3la \u00cdslands. N\u00e1mskei\u00f0i\u00f0 fjalla\u00f0i um hvernig eigi a\u00f0 \u00fatf\u00e6ra og byggja upp hugsandi sk\u00f3lastofu (Thinking Classroom) me\u00f0 sj\u00e1lfum h\u00f6fundi \u00feessarar kennslua\u00f0fer\u00f0ar, Peter Liljedahl. \u00de\u00f3 n\u00e1mskei\u00f0i\u00f0 hafi veri\u00f0 s\u00e9rstaklega mi\u00f0a\u00f0 vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ikennslu s\u00e1um vi\u00f0 strax a\u00f0 \u00feessi n\u00e1lgun n\u00fdtist \u00ed \u00fdmsum greinum og jafnvel \u00ed almennu bekkjarstarfi a\u00f0 einhverju leyti. Vi\u00f0 h\u00f6f\u00f0um \u00e1\u00f0ur fengi\u00f0 sm\u00e1 forsmekk af hugmyndafr\u00e6\u00f0inni \u00e1 UT\u00cdS, svo vi\u00f0 vissum a\u00f0 okkar bi\u00f0u g\u00f3\u00f0ir og \u00e1hugaver\u00f0ir n\u00e1mskei\u00f0sdagar.<\/p>\n\n\n\n

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\u00dea\u00f0 sem liggur a\u00f0 baki hugsandi sk\u00f3lastofu er einf\u00f6ld en \u00e1hrifar\u00edk spurning: Eru nemendur okkar raunverulega a\u00f0 hugsa? Svari\u00f0 getur veri\u00f0 oft \u00e1 t\u00ed\u00f0um, nei… \u00deeir eru a\u00f0 einhverju leyti miki\u00f0 a\u00f0 fylgja fyrirmynd, afrita e\u00f0a endurtaka \u00fea\u00f0 sem kennarinn ger\u00f0i. Peter n\u00e1lgast kennsluna me\u00f0 \u00fea\u00f0 a\u00f0 markmi\u00f0i a\u00f0 virkja hugsun, auka sj\u00e1lfst\u00e6\u00f0i og byggja upp samvinnu. Okkur fannst hann skemmtilegur karakter og g\u00f3\u00f0ur s\u00f6guma\u00f0ur sem ger\u00f0i n\u00e1mskei\u00f0i\u00f0 enn skemmtilegra. Hann er bl\u00e1tt \u00e1fram, hress og beinskeittur og kom \u00fev\u00ed flj\u00f3tt \u00e1lei\u00f0is a\u00f0 vi\u00f0 myndum ekki sitja kyrr allan daginn: \u201eIf your bum is numb, your brain gets dumb,\u201c sag\u00f0i hann sposkur e\u00f0a eins og vi\u00f0 skemmtum okkur vi\u00f0 a\u00f0 snara yfir \u00e1 \u00edslensku: Ef rassinn er dofinn, ver\u00f0ur heilinn so\u00f0inn.<\/p>\n\n\n\n

Kennslufr\u00e6\u00f0i hans byggir \u00e1 h\u00f3pastarfi \u00fear sem tveir til \u00fer\u00edr nemendur vinna saman vi\u00f0 l\u00f3\u00f0r\u00e9ttar t\u00f6flur, \u00fea\u00f0 getur veri\u00f0 t\u00fasstafla \u00e1 vegg, plastfilma e\u00f0a jafnvel gluggi. \u00dea\u00f0 er einn t\u00f6flut\u00fass \u00e1 hvern h\u00f3p sem nemendur skiptast \u00e1 a\u00f0 nota og h\u00f3purinn leysir \u00ferautir saman. H\u00f3parnir eru mynda\u00f0ir af handah\u00f3fi me\u00f0 spilastokk sem nemendur draga \u00far og fara a\u00f0 sinni t\u00fasst\u00f6flu. Peter m\u00e6lti me\u00f0 spilastokknum frekar en sm\u00e1forritum sem b\u00faa til handah\u00f3fskennda h\u00f3pa. Hans ranns\u00f3knir s\u00fdna a\u00f0 micro-bullying (sm\u00e1hn\u00fdtingar) eigi s\u00e9r frekar sta\u00f0 \u00feegar nemendur f\u00e1 of mikla stj\u00f3rn \u00e1 \u00fev\u00ed hverjir eru saman, \u00e1 me\u00f0an spilastokksa\u00f0fer\u00f0in byggir frekar upp samkennd.<\/p>\n\n\n\n

Af hverju samkennd? \u00cd upphafi hvers t\u00edma kemur kennarinn me\u00f0 \u00f3p\u00f3lit\u00edska spurningu \u00e1 bor\u00f0 vi\u00f0 \u201ehvort finnst \u00fe\u00e9r betra a\u00f0 f\u00e1 fr\u00ed \u00e1 f\u00f6studegi e\u00f0a m\u00e1nudegi\u201c?, nemendur draga n\u00e6st spil og fara a\u00f0 sinni t\u00f6flu sem er merkt spilinu. \u00deeir skrifa nafn hvers annars og svar vi\u00f0 spurningunni \u00e1\u00f0ur en verkefni\u00f0 byrjar. \u00deetta stu\u00f0lar a\u00f0 \u00fev\u00ed a\u00f0 \u00feau hefji samskipti og byrji \u00e1 verkefni. \u00deetta gefur sk\u00fdra upphafsr\u00fat\u00ednu og stu\u00f0lar a\u00f0 \u00f6ryggi og festu. Fyrir nemendur me\u00f0 einhverfu er \u00fearna h\u00e6gt a\u00f0 b\u00faa til fasta punkta, a\u00f0 \u00feeir viti a\u00f0 \u00feeir hafi alltaf sama spjaldi\u00f0, s\u00f6mu t\u00f6fluna en \u00fea\u00f0 munu koma mismunandi n\u00e1msf\u00e9lagar.<\/p>\n\n\n\n

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Verkefnin sj\u00e1lf eru ekki fl\u00f3kin til a\u00f0 byrja me\u00f0. Mikil \u00e1hersla er l\u00f6g\u00f0 \u00e1 \u201el\u00e1gt g\u00f3lf, h\u00e1tt \u00feak\u201c a\u00f0 allir geti byrja\u00f0, en me\u00f0 m\u00f6guleika \u00e1 d\u00fdpt. Vi\u00f0 pr\u00f3fu\u00f0um nokkrar virkilega skemmtilegar \u00ferautir sem Peter notar \u00ed byrjun sk\u00f3la\u00e1rs og vi\u00f0 getum sta\u00f0fest a\u00f0 t\u00edminn flaug. Oft vildu margir spyrja hann a\u00f0 \u00fdmsu en vi\u00f0 t\u00f3kum eftir \u00fev\u00ed a\u00f0 hann svara\u00f0i ekki spurningum sem tengdust \u00ferautunum, hann brosti \u00ed kampinn og l\u00e9t sig hverfa \u00ed sk\u00f3lastofunni. Me\u00f0 \u00feessu m\u00f3ti f\u00e9kk hann \u00feann sem spur\u00f0i til a\u00f0 fara \u00e1 sinn sta\u00f0 og spyrja \u00fear e\u00f0a komast a\u00f0 \u00fev\u00ed sj\u00e1lfur. \u00dea\u00f0 er h\u00e1mark 5 m\u00edn\u00fatur sem hann tekur til \u00feess a\u00f0 kveikja \u00e1hugann og koma efninu fr\u00e1 s\u00e9r \u00e1\u00f0ur en hann sendir nemendur a\u00f0 t\u00f6flunum. En hann n\u00fdtir \u00feri\u00f0jung t\u00edmans til a\u00f0 loka kennslustundinni, me\u00f0 \u00fev\u00ed a\u00f0 r\u00fdna \u00ed \u00fea\u00f0 sem nemendur unnu a\u00f0 upp \u00e1 t\u00f6flum. Verkefnin voru b\u00e6\u00f0i \u00feannig a\u00f0 \u00feau yxu \u00fat \u00fe.e. a\u00f0 nemendur g\u00e6tu komist a\u00f0 m\u00f6rgum mismunandi lausnum, en l\u00edka a\u00f0 \u00feau \u00ferengdust inn \u00fe.e. a\u00f0 nemendur beittu mismunandi a\u00f0fer\u00f0um en k\u00e6must a\u00f0 sama svari. \u00cd samantektinni nota\u00f0i hann miki\u00f0 a\u00f0 nemendur spj\u00f6llu\u00f0u saman um opnar spurningar sem hann kasta\u00f0i fram var\u00f0andi verkefnin.<\/p>\n\n\n

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\u00dea\u00f0 sem vi\u00f0 t\u00f6kum me\u00f0 okkur \u00far \u00feessu n\u00e1mskei\u00f0i er a\u00f0 vi\u00f0 upplif\u00f0um hversu vel \u00feetta virkar \u00ed framkv\u00e6md. \u00dea\u00f0 var n\u00e1nast ekkert um setu, vinnan var lifandi og t\u00edminn lei\u00f0 hratt. \u00de\u00f3 dagarnir v\u00e6ru langir fundum vi\u00f0 ekki eins fyrir \u00fev\u00ed og vi\u00f0 bjuggumst vi\u00f0, svona \u00ed lok sk\u00f3la\u00e1rs hj\u00e1 okkur. \u00devert \u00e1 m\u00f3ti, \u00fe\u00e1 erum vi\u00f0 virkilega spenntar a\u00f0 pr\u00f3fa \u00feetta \u00ed okkar eigin kennslu.<\/p>\n\n\n\n

\u00dea\u00f0 sem situr eftir hva\u00f0 mest er mikilv\u00e6gi \u00feess a\u00f0 loka kennslustund, sem er \u00fe\u00e1 \u00ed reyndina \u00fatsk\u00fdringin og aha-augnabliki\u00f0. \u00dear geta kennarar dregi\u00f0 fram hva\u00f0 t\u00f3kst vel, hverjir t\u00f3ku eftir hverju, og hva\u00f0a lei\u00f0ir voru valdar. Vi\u00f0 \u00feekkjum vel \u00feetta atri\u00f0i \u00far eigin kennslu, vi\u00f0 vitum mikilv\u00e6gi \u00feess a\u00f0 loka t\u00edmum en einhvern veginn gleymist \u00fea\u00f0 \u00ed dagsins amstri. Me\u00f0 \u00feessari n\u00e1lgun f\u00e6r \u00fea\u00f0 sitt pl\u00e1ss og gefur b\u00e6\u00f0i nemendum og kennara d\u00fdpri tengingu vi\u00f0 \u00fea\u00f0 sem fram f\u00f3r.<\/p>\n\n\n\n

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Vi\u00f0 f\u00f3rum heim af n\u00e1mskei\u00f0inu fullar af innbl\u00e6stri og me\u00f0 b\u00f3kina hans Peters \u00ed farteskinu. \u00deetta krefst ekki \u00f3rauns\u00e6s undirb\u00fanings heldur vilja til a\u00f0 breyta uppsetningu. Me\u00f0 \u00fev\u00ed a\u00f0 f\u00e6ra \u00e1byrg\u00f0ina yfir til nemenda, sty\u00f0ja vi\u00f0 hugsun og virkja samtal, ver\u00f0ur n\u00e1mi\u00f0 meira \u00feeirra.<\/p>\n\n\n\n

\u00deorbj\u00f6rg Mar\u00eda \u00d3lafsd\u00f3ttir
Nanna Mar\u00eda Elfarsd\u00f3ttir
Brekkub\u00e6jarsk\u00f3la<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

SamSTEM st\u00f3\u00f0 \u00ed j\u00fan\u00ed 2025 fyrir tveimur n\u00e1mskei\u00f0um um Hugsandi sk\u00f3lastofu (Building Thinking Classrooms). N\u00e1mskei\u00f0in s\u00f3tti fj\u00f6ldi \u00edslenskra st\u00e6r\u00f0fr\u00e6\u00f0ikennara sem hafa s\u00fdnt \u00feessari n\u00e1lgun \u00ed kennslu s\u00edvaxandi \u00e1huga. Dr. Peter Liljedahl, pr\u00f3fessor vi\u00f0 Simon Fraser-h\u00e1sk\u00f3la \u00ed Kanada sem \u00fer\u00f3a\u00f0 hefur n\u00e1lgunina Hugsandi sk\u00f3lastofa (Building Thinking Classrooms) stj\u00f3rna\u00f0i n\u00e1mskei\u00f0unum og veitti lei\u00f0s\u00f6gn um hvernig \u00feessi a\u00f0fer\u00f0…<\/p>\n","protected":false},"author":1,"featured_media":5484,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[141,76,142,143,21,14,52,20],"class_list":["post-5440","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-btc","tag-hugsandi-skolastofa","tag-peter-liljadahl","tag-reynsla-kennara","tag-staerdfraedi","tag-staerdfraedikennsla","tag-staerdfraedinam","tag-verdug-verkefni"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/5440","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=5440"}],"version-history":[{"count":22,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/5440\/revisions"}],"predecessor-version":[{"id":5496,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/5440\/revisions\/5496"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/5484"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5440"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5440"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5440"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}