{"id":5928,"date":"2025-12-28T12:17:26","date_gmt":"2025-12-28T12:17:26","guid":{"rendered":"https:\/\/flatarmal.is\/?p=5928"},"modified":"2025-12-28T17:35:44","modified_gmt":"2025-12-28T17:35:44","slug":"staerdfraedi-og-tungumal-adferdir-sem-audvelda-staerdfraedinam-fjoltyngdra-nemenda","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=5928","title":{"rendered":"St\u00e6r\u00f0fr\u00e6\u00f0i og tungum\u00e1l: a\u00f0fer\u00f0ir sem au\u00f0velda st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m fj\u00f6ltyngdra nemenda"},"content":{"rendered":"\n

\u00c1slaug D\u00f3ra Einarsd\u00f3ttir. <\/p>\n\n\n\n

\u00cdslenskt sk\u00f3lasamf\u00e9lag hefur breyst miki\u00f0 s\u00ed\u00f0ustu \u00e1r og \u00ed dag eru margir nemendur me\u00f0 fj\u00f6lbreyttan tungum\u00e1la- og menningarbakgrunn \u00ed sk\u00f3lum \u00e1 \u00cdslandi. Sem kennari sem tekur reglulega \u00e1 m\u00f3ti unglingum me\u00f0 fj\u00f6lbreyttan bakgrunn hef \u00e9g veri\u00f0 a\u00f0 leita lei\u00f0a til a\u00f0 sty\u00f0ja \u00fe\u00e1 betur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1minu. \u00cd \u00feessari grein tek \u00e9g saman \u00fea\u00f0 helsta sem er gott a\u00f0 hafa \u00ed huga vi\u00f0 m\u00f3tt\u00f6ku og kennslu nemenda me\u00f0 anna\u00f0 m\u00f3\u00f0urm\u00e1l en \u00edslensku. Til a\u00f0 byrja me\u00f0 er mikilv\u00e6gt a\u00f0 l\u00edta \u00e1 fj\u00f6lbreytileika \u00ed sk\u00f3lastofunni sem t\u00e6kif\u00e6ri til a\u00f0 undirb\u00faa alla nemendur \u00ed a\u00f0 vinna me\u00f0 \u00f3l\u00edkum einstaklingum en \u00fea\u00f0 er lykilh\u00e6fni \u00ed samf\u00e9lagi \u00fear sem samskipti f\u00f3lks me\u00f0 \u00f3l\u00edkan bakgrunn ver\u00f0a s\u00edfellt mikilv\u00e6gari. En \u00feessi fj\u00f6lbreytni krefst \u00feess l\u00edka a\u00f0 vi\u00f0 kennarar n\u00e1um a\u00f0 \u00e1tta okkur \u00e1 st\u00f6\u00f0u nemenda flj\u00f3tt og vel, \u00fear sem bakgrunnur, tungum\u00e1l og fyrri reynsla nemenda geta veri\u00f0 mj\u00f6g \u00f3l\u00edk. \u00deetta er ekki s\u00edst mikilv\u00e6gt \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ikennslu, \u00fear sem skilningur nemenda byggir ekki bara \u00e1 t\u00f6lust\u00f6fum heldur l\u00edka \u00e1 hugt\u00f6kum, or\u00f0afor\u00f0a og fyrirm\u00e6lum. \u00de\u00f3tt margir telji st\u00e6r\u00f0fr\u00e6\u00f0i vera al\u00fej\u00f3\u00f0legt tungum\u00e1l, \u00fe\u00e1 getur v\u00e6gi tungum\u00e1lsins \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i reynst st\u00e6rsti \u00fer\u00f6skuldurinn fyrir nemendur sem hafa annan tungum\u00e1labakgrunn en \u00fea\u00f0 tungum\u00e1l sem n\u00e1mi\u00f0 fer fram \u00e1. Til a\u00f0 m\u00e6ta \u00feessum \u00e1skorunum \u00feurfum vi\u00f0 a\u00f0 \u00feekkja st\u00f6\u00f0u nemenda vel fr\u00e1 upphafi og nota fj\u00f6lbreytt verkf\u00e6ri og a\u00f0fer\u00f0ir sem sty\u00f0ja \u00fe\u00e1 \u00e1 \u00feeirra eigin forsendum.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Ranns\u00f3knir s\u00fdna a\u00f0 \u00fea\u00f0 getur teki\u00f0 t\u00f6luver\u00f0an t\u00edma fyrir nemendur a\u00f0 n\u00e1 g\u00f3\u00f0um t\u00f6kum \u00e1 tungum\u00e1li sem \u00feeir eru a\u00f0 tileinka s\u00e9r. Kenningar Jim Cummins (2008) um tileinkun \u00e1 ensku og ranns\u00f3knir sem tengjast \u00feeim benda til \u00feess a\u00f0 \u00fea\u00f0 taki um tv\u00f6 \u00e1r a\u00f0 n\u00e1 f\u00e6rni \u00ed daglegu talm\u00e1li sem samsvarar h\u00e6fni jafnaldra, en mun lengri t\u00edma e\u00f0a um 5\u20137 \u00e1r a\u00f0 n\u00e1 t\u00f6kum \u00e1 n\u00e1mstengdu tungum\u00e1li (e. academic language<\/em>), \u00fear \u00e1 me\u00f0al n\u00e1msor\u00f0afor\u00f0a (e. academic vocabulary<\/em>).<\/p>\n\n\n\n

\u00deetta \u00fe\u00fd\u00f0ir a\u00f0 nemendur me\u00f0 \u00edslensku sem anna\u00f0 tungum\u00e1l \u00feurfa \u00e1fram stu\u00f0ning til a\u00f0 n\u00e1 fullum t\u00f6kum \u00e1 n\u00e1mstengdu tungum\u00e1li, jafnvel \u00fe\u00f3tt \u00feeir tali g\u00f3\u00f0a \u00edslensku \u00ed daglegu samhengi og s\u00e9u byrja\u00f0ir a\u00f0 vinna eftir s\u00f6mu h\u00e6fnivi\u00f0mi\u00f0um og jafnaldrar.<\/p>\n\n\n\n

N\u00e1msefni \u00ed b\u00f3klegum n\u00e1msgreinum, sem sami\u00f0 er fyrir nemendur sem eiga \u00edslensku a\u00f0 m\u00f3\u00f0urm\u00e1li, getur \u00fev\u00ed reynst nemendum me\u00f0 \u00edslensku sem anna\u00f0 tungum\u00e1l \u00feungt \u00ed v\u00f6fum, s\u00e9rstaklega \u00e1 fyrstu \u00e1rum n\u00e1msins. Gott er a\u00f0 n\u00fdta h\u00e6fnivi\u00f0mi\u00f0 \u00ed \u00edslensku sem \u00f6\u00f0ru tungum\u00e1li til a\u00f0 meta hven\u00e6r r\u00e9tt s\u00e9 a\u00f0 gera kr\u00f6fur um a\u00f0 \u00feessir nemendur fylgi s\u00f6mu \u00e1\u00e6tlunum \u00ed b\u00f3klegum n\u00e1msgreinum og samnemendur sem hafa \u00edslensku a\u00f0 m\u00f3\u00f0urm\u00e1li.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
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Hva\u00f0a \u00fe\u00e6ttir skipta m\u00e1li \u00ed kennslu nemenda sem hafa anna\u00f0 m\u00f3\u00f0urm\u00e1l en \u00edslensku?<\/strong><\/p>\n\n\n\n

Fyrsta skrefi\u00f0: a\u00f0 kynnast nemandanum og meta st\u00f6\u00f0u hans<\/strong><\/p>\n\n\n\n

\u00deegar kemur a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ikennslu fyrir nemendur me\u00f0 annan tungum\u00e1la- e\u00f0a menningarbakgrunn er mikilv\u00e6gt a\u00f0 byrja \u00e1 \u00fev\u00ed a\u00f0 kynnast nemandanum og \u00e1tta sig \u00e1 st\u00f6\u00f0u hans. \u00dea\u00f0 a\u00f0 f\u00e1 mynd af fyrri sk\u00f3lag\u00f6ngu, tungum\u00e1lakunn\u00e1ttu og reynslu hj\u00e1lpar okkur a\u00f0 sj\u00e1 hva\u00f0 nemandinn kann, hva\u00f0a styrkleika hann hefur og hvar hann g\u00e6ti \u00feurft stu\u00f0ning.<\/p>\n\n\n\n

Einf\u00f6ld st\u00f6\u00f0umatspr\u00f3f eru \u00fear mj\u00f6g gagnleg fyrstu skref. Mi\u00f0ja m\u00e1ls og l\u00e6sis<\/em> er \u00feekkingarteymi \u00e1 vegum Reykjav\u00edkurborgar sem hefur teki\u00f0 saman b\u00e6\u00f0i verkefni og verkf\u00e6ri sem h\u00e6gt er a\u00f0 nota til a\u00f0 f\u00e1 \u00feessa fyrstu mynd, me\u00f0al annars verkf\u00e6ri\u00f0 Stikum af sta\u00f0<\/em>.<\/p>\n\n\n\n

<\/p>\n\n\n\n

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St\u00f6\u00f0umat<\/strong><\/p>\n<\/div>\n<\/div>\n\n\n\n

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Stikum af sta\u00f0<\/em> var upphaflega \u00fer\u00f3a\u00f0 hj\u00e1 Skolverket \u00ed Sv\u00ed\u00fej\u00f3\u00f0 og \u00fe\u00fdtt \u00e1 \u00edslensku \u00e1ri\u00f0 2018. \u00dea\u00f0 hefur n\u00fa veri\u00f0 endur\u00fatgefi\u00f0 me\u00f0 n\u00fdju \u00fatliti og sem hluti af matsferli Mi\u00f0st\u00f6\u00f0var menntunar og sk\u00f3la\u00fej\u00f3nustu.<\/p>\n<\/div>\n\n\n\n

\n
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St\u00f6\u00f0umat
Stikum af sta\u00f0<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

St\u00f6\u00f0umati\u00f0 skiptist \u00ed tvo hluta, l\u00e6si og talnaskilning, og byggir \u00e1 vi\u00f0talsr\u00f6mmum og verkefnum. \u00cd seinni hluta st\u00f6\u00f0umatsins er l\u00f6g\u00f0 \u00e1hersla \u00e1 talnaskilning, sem v\u00edsar til h\u00e6fni barns til a\u00f0 skilja merkingu talna, tengsl milli talna og reiknia\u00f0ger\u00f0a og hvernig nota m\u00e1 t\u00f6lur \u00ed raunverulegum a\u00f0st\u00e6\u00f0um. Talnaskilningur er \u00feannig grunnur a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ilegri hugsun. \u00deegar st\u00f6\u00f0umati\u00f0 er lagt fyrir er mikilv\u00e6gt a\u00f0 t\u00falkur, sem talar tungum\u00e1l nemandans, s\u00e9 vi\u00f0staddur. Hlutverk hans er a\u00f0 sty\u00f0ja vi\u00f0 samskipti \u00feannig a\u00f0 \u00f6ll sem taka \u00fe\u00e1tt \u00ed matinu skilji hvert anna\u00f0 og a\u00f0 nemandinn f\u00e1i raunh\u00e6fa m\u00f6guleika \u00e1 a\u00f0 s\u00fdna hva\u00f0 hann kann.<\/p>\n\n\n\n

St\u00e6r\u00f0fr\u00e6\u00f0ihefti<\/strong><\/p>\n\n\n\n

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Auk matsins \u00e1 talnaskilningi hefur Mi\u00f0ja m\u00e1ls og l\u00e6sis \u00fe\u00fdtt st\u00e6r\u00f0fr\u00e6\u00f0ihefti sem byggja \u00e1 samb\u00e6rilegu efni fr\u00e1 Skolverket. Heftin eru til \u00e1 m\u00f6rgum tungum\u00e1lum og geta veitt kennurum d\u00fdpri inns\u00fdn \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ilega hugsun og f\u00e6rni nemenda sem eru n\u00fdkomnir til landsins. Eins og sta\u00f0an er n\u00fana m\u00e1 finna heftin \u00e1 Padlet-vegg og eru merkt sem dr\u00f6g sem bendir til \u00feess a\u00f0 efni\u00f0 s\u00e9 enn \u00ed \u00fer\u00f3un og ver\u00f0i vonandi gefi\u00f0 \u00fat s\u00ed\u00f0ar \u00ed fullm\u00f3tu\u00f0u formi.<\/p>\n<\/div>\n\n\n\n

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St\u00e6r\u00f0fr\u00e6\u00f0ihefti
Padlet-veggur<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

Heftin henta s\u00e9rstaklega vel \u00feegar sk\u00f3laganga nemenda hefur veri\u00f0 samfelld og \u00feeir hafa \u00feegar l\u00e6rt st\u00e6r\u00f0fr\u00e6\u00f0i sem n\u00e1msgrein. \u00dear sem verkefnin byggja \u00e1 texta, t\u00e1knum og hugt\u00f6kum er mikilv\u00e6gt a\u00f0 nemandinn geti lesi\u00f0, skrifa\u00f0 og unni\u00f0 me\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ilegan or\u00f0afor\u00f0a \u00e1 \u00fev\u00ed tungum\u00e1li sem n\u00e1mi\u00f0 f\u00f3r fram \u00e1. \u00d3l\u00edkt talnaskilningsmatinu \u00fearf ekki t\u00falk \u00feegar heftin eru l\u00f6g\u00f0 fyrir. \u00deau m\u00e1 leggja fyrir \u00ed venjulegri kennslustund \u00e1n undirb\u00fanings og \u00e1n \u00feess a\u00f0 setja t\u00edmam\u00f6rk.<\/p>\n\n\n\n

St\u00e6r\u00f0fr\u00e6\u00f0iheftin eru flokku\u00f0 eftir aldursstigum og efnis\u00fe\u00e1ttum:<\/p>\n\n\n\n

1.-3. bekkur
Talnaskilningur, talnanotkun og lausnaleit<\/p>\n\n\n\n

4.-10. bekkur
Talnaskilningur og reiknia\u00f0ger\u00f0ir
L\u00edkindi og t\u00f6lfr\u00e6\u00f0i
R\u00famfr\u00e6\u00f0i
Algebra<\/p>\n\n\n\n

\u00deessi sundugreining gerir kennurum kleift a\u00f0 velja \u00fea\u00f0 hefti sem hentar best hverju sinni og f\u00e1 sk\u00fdra mynd af styrkleikum og m\u00f6gulegum stu\u00f0nings\u00fe\u00f6rfum nemenda \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n
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Or\u00f0afor\u00f0i og hugt\u00f6k \u2013 lykilatri\u00f0i \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi<\/strong><\/p>\n\n\n\n

Til \u00feess a\u00f0 nemendur me\u00f0 anna\u00f0 m\u00f3\u00f0urm\u00e1l f\u00e1i raunverulegt t\u00e6kif\u00e6ri til a\u00f0 n\u00e1 t\u00f6kum \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi \u00e1 \u00edslensku er mikilv\u00e6gt a\u00f0 vinna markvisst me\u00f0 tungum\u00e1li\u00f0 \u00ed st\u00e6r\u00f0fr\u00e6\u00f0it\u00edmum en tungum\u00e1l st\u00e6r\u00f0fr\u00e6\u00f0innar inniheldur miki\u00f0 af s\u00e9rt\u00e6kum hugt\u00f6kum og or\u00f0afor\u00f0a. Sl\u00edk vinna me\u00f0 hugt\u00f6k og or\u00f0afor\u00f0a sty\u00f0ur \u00ed raun vi\u00f0 n\u00e1m allra nemenda, ekki einungis \u00feeirra sem eru a\u00f0 l\u00e6ra \u00edslensku sem anna\u00f0 tungum\u00e1l. Kristina Robertson (e.d.) bendir \u00e1 a\u00f0 \u00e1\u00f0ur en hafist er handa vi\u00f0 a\u00f0 leggja n\u00e1msefni fyrir \u00feurfi a\u00f0 sko\u00f0a vel hva\u00f0a or\u00f0 nemendur \u00feurfi a\u00f0 kunna til a\u00f0 takast \u00e1 vi\u00f0 tilteki\u00f0 efni e\u00f0a verkefni.<\/p>\n\n\n\n

H\u00e9r eru nokkrir flokkar or\u00f0afor\u00f0a sem er gagnlegt a\u00f0 huga a\u00f0:<\/p>\n\n\n\n

1. N\u00e1mstengdur or\u00f0afor\u00f0i <\/strong>
Or\u00f0 sem tengjast beint st\u00e6r\u00f0fr\u00e6\u00f0ihugt\u00f6kum og efni n\u00e1msins. D\u00e6mi: jafnarma, margli\u00f0a, stu\u00f0ull, mengi, hornal\u00edna.<\/p>\n\n\n\n

2. Or\u00f0 og or\u00f0asamb\u00f6nd sem \u00fearf til a\u00f0 leysa verkefni <\/strong>
Algeng or\u00f0 og or\u00f0asamb\u00f6nd sem gefa til kynna hva\u00f0 \u00e1 a\u00f0 gera \u00ed verkefni. D\u00e6mi: meira en, minna en, gefi\u00f0 er, reikni\u00f0 \u00fat.<\/p>\n\n\n\n

3. Or\u00f0 sem oft koma fyrir \u00ed or\u00f0ad\u00e6mum<\/strong>
Ekki st\u00e6r\u00f0fr\u00e6\u00f0ileg hugt\u00f6k heldur or\u00f0 \u00far daglegu m\u00e1li sem hj\u00e1lpa til vi\u00f0 a\u00f0 skilja samhengi verkefnisins. D\u00e6mi: sundlaug, kassi, afsl\u00e1ttur, klukkustund.<\/p>\n\n\n\n

4. Or\u00f0 me\u00f0 fleiri en eina merkingu<\/strong>
\u00cd \u00edslensku eru m\u00f6rg or\u00f0 sem hafa fleiri en eina merkingu sem gerir \u00fea\u00f0 a\u00f0 verkum a\u00f0 au\u00f0veldara er a\u00f0 misskilja verkefni. D\u00e6mi: vinna, brot, horn, fall.<\/p>\n\n\n\n

5. Algeng or\u00f0 sem koma fyrir \u00ed \u00f6\u00f0rum n\u00e1msgreinum en st\u00e6r\u00f0fr\u00e6\u00f0i <\/strong>
Or\u00f0 sem eru mikilv\u00e6g fyrir n\u00e1mslegan or\u00f0afor\u00f0a. D\u00e6mi: form\u00fala, sanna\u00f0u, \u00fatsk\u00fdr\u00f0u, a\u00f0fer\u00f0, ni\u00f0ursta\u00f0a.<\/p>\n\n\n\n

6. Or\u00f0 sem v\u00edsa til t\u00f6lugilda<\/strong>
Me\u00f0 \u00feessu er \u00e1tt vi\u00f0 or\u00f0 sem v\u00edsa til \u00e1kve\u00f0ins t\u00f6lugildis, t.d. m\u00e6lieiningar. D\u00e6mi: h\u00e1lfur, metri, gramm, l\u00edtri, m\u00edn\u00fata, kr\u00f3nur.<\/p>\n\n\n\n

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Sj\u00f3nr\u00e6n og \u00e1\u00fereifanleg hj\u00e1lparg\u00f6gn<\/strong><\/p>\n\n\n\n

Sj\u00f3nr\u00e6nn stu\u00f0ningur er einn af \u00feeim \u00fe\u00e1ttum sem reynist \u00e1hrifar\u00edkastur \u00ed kennslu nemenda me\u00f0 anna\u00f0 tungum\u00e1l, s\u00e9rstaklega \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i. Sj\u00f3nr\u00e6n hj\u00e1lparg\u00f6gn n\u00fdtast \u00fe\u00f3 ekki eing\u00f6ngu \u00feessum nemendum heldur sty\u00f0ja \u00feau vi\u00f0 skilning allra nemenda. \u00deegar tungum\u00e1li\u00f0 ver\u00f0ur hindrun hj\u00e1lpa sj\u00f3nr\u00e6nar framsetningar til vi\u00f0 a\u00f0 gera st\u00e6r\u00f0fr\u00e6\u00f0ileg hugt\u00f6k \u00e1\u00fereifanlegri og a\u00f0gengilegri og draga \u00feannig \u00far \u00e1lagi sem fylgir \u00fev\u00ed a\u00f0 treysta eing\u00f6ngu \u00e1 rita\u00f0 m\u00e1l. Me\u00f0 sj\u00f3nr\u00e6num hj\u00e1lparg\u00f6gnum er til d\u00e6mis \u00e1tt vi\u00f0 myndr\u00e6nar framsetningar \u00e1 hugt\u00f6kum, svo sem lj\u00f3smyndir, teikningar og veggspj\u00f6ld sem draga fram lykilhugt\u00f6k eins og talnal\u00ednur, l\u00ednurit og t\u00f6flur. \u00c1\u00fereifanleg hj\u00e1lparg\u00f6gn er anna\u00f0 d\u00e6mi um sj\u00f3nr\u00e6n hj\u00e1lparg\u00f6gn sem n\u00fdtast \u00e1 sama h\u00e1tt, t.d. talnagrindur, Numicon kubbar, einfestukubbar, \u00fer\u00edv\u00ed\u00f0 form, s\u00e6tisgildiskubbar og brotaspj\u00f6ld. \u00c1\u00fereifanleg hj\u00e1lparg\u00f6gn geta einnig stutt vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ilega umr\u00e6\u00f0u \u00ed kennslustofunni. Me\u00f0 \u00fev\u00ed a\u00f0 vinna me\u00f0 \u00e1\u00fereifanlega hluti f\u00e1 nemendur sameiginleg vi\u00f0fangsefni sem \u00feeir geta v\u00edsa\u00f0 \u00ed \u00feegar \u00feeir \u00fatsk\u00fdra hugsun s\u00edna, bera saman lausnir og r\u00e6\u00f0a mismunandi n\u00e1lganir. Sl\u00edk samvinna hj\u00e1lpar nemendum a\u00f0 tengja saman reynslu af \u00e1\u00fereifanlegum hlutum og \u00f3hlutbundnar hugmyndir. Sj\u00f3nr\u00e6n hj\u00e1lparg\u00f6gn geta l\u00edka veri\u00f0 myndr\u00e6nar gl\u00f3sur sem geta hj\u00e1lpa\u00f0 nemendum a\u00f0 skipuleggja uppl\u00fdsingar \u00e1 myndr\u00e6nan h\u00e1tt en myndr\u00e6nar gl\u00f3sur er h\u00e6gt a\u00f0 vinna \u00e1 mismunandi h\u00e1tt svo sem hugakort, hugtakakort, vennmyndir, t\u00f6flur og KVL (kann, vil vita, hef l\u00e6rt).<\/p>\n\n\n\n

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Samvinna nemenda<\/strong><\/p>\n\n\n\n

Samvinna og umr\u00e6\u00f0ur eru \u00f6flug verkf\u00e6ri \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi, ekki s\u00edst fyrir nemendur sem eru a\u00f0 tileinka s\u00e9r n\u00fdtt tungum\u00e1l. Me\u00f0 \u00fev\u00ed a\u00f0 vinna me\u00f0 jafningjum f\u00e1 nemendur t\u00e6kif\u00e6ri til a\u00f0 hlusta, endurtaka, reyna sig \u00e1fram me\u00f0 hugt\u00f6k og byggja upp skilning \u00ed gegnum umr\u00e6\u00f0u. A\u00f0fer\u00f0ir eins og Einn- fleiri- allir<\/em>, Hugsandi sk\u00f3lastofa<\/em>, paraverkefni e\u00f0a verkefnavinna \u00ed litlum h\u00f3pum eru lei\u00f0ir sem draga \u00far \u00e1lagi vegna mismunandi tungum\u00e1la og auka l\u00edkurnar \u00e1 virkri \u00fe\u00e1ttt\u00f6ku. Sl\u00edk samvinna \u00e6tti a\u00f0 skapa \u00feannig vinnulag \u00ed kennslustofu a\u00f0 nemendur geti \u00e1 \u00f6ruggan h\u00e1tt tj\u00e1\u00f0 hugsun s\u00edna og fengi\u00f0 lei\u00f0s\u00f6gn \u00ed gegnum samt\u00f6l vi\u00f0 samnemendur. \u00cd minni kennslu hef \u00e9g nota\u00f0 m\u00f6rg samvinnuverkefni sem hafa \u00fea\u00f0 markmi\u00f0 a\u00f0 styrkja b\u00e6\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0iskilning og samskiptaf\u00e6rni nemenda minna. D\u00e6mi um \u00feetta eru paraverkefni \u00ed t\u00f6lfr\u00e6\u00f0i \u00fear sem nemendur voru be\u00f0in a\u00f0 hanna eigin k\u00f6nnun, safna g\u00f6gnum me\u00f0 \u00fev\u00ed a\u00f0 spyrja samnemendur s\u00edna og vinna sameiginlega \u00far \u00feeim \u00ed t\u00f6flureiknum eins og Google Sheets. \u00cd \u00feessu t\u00f6lfr\u00e6\u00f0iverkefni gefst nemendum t\u00e6kif\u00e6ri til \u00feess a\u00f0 safna uppl\u00fdsingum sem \u00feeim finnst \u00e1hugaver\u00f0ar, \u00e6fa sig a\u00f0 spyrja spurninga og vinna s\u00ed\u00f0an saman a\u00f0 \u00fev\u00ed a\u00f0 draga fram lykilni\u00f0urst\u00f6\u00f0ur. Fyrir nemendur sem eru a\u00f0 tileinka s\u00e9r \u00edslensku sem n\u00fdtt tungum\u00e1l skapa sl\u00edk verkefni mikilv\u00e6ga \u00e6fingu \u00ed a\u00f0 spyrja, hlusta, t\u00falka og \u00fatsk\u00fdra. Samvinnan ver\u00f0ur \u00feannig b\u00e6\u00f0i tungum\u00e1lastu\u00f0ningur og st\u00e6r\u00f0fr\u00e6\u00f0ikennsla \u00e1 sama t\u00edma.<\/p>\n\n\n\n

\u00deegar unni\u00f0 er me\u00f0 samvinnua\u00f0fer\u00f0ir \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ikennslu skiptir \u00fe\u00f3 miklu m\u00e1li a\u00f0 huga vel a\u00f0 \u00fev\u00ed hvernig h\u00f3par og p\u00f6r eru myndu\u00f0. Vel samsettir h\u00f3par geta skapa\u00f0 \u00f6flug t\u00e6kif\u00e6ri til n\u00e1ms, s\u00e9rstaklega fyrir nemendur sem eru a\u00f0 tileinka s\u00e9r n\u00fdtt tungum\u00e1l.<\/p>\n\n\n\n

\u00dea\u00f0 er \u00fe\u00f3 ekki til ein r\u00e9tt lei\u00f0 a\u00f0 setja saman h\u00f3pa. \u00cd sumum verkefnum hentar best a\u00f0 blanda saman nemendum me\u00f0 \u00f3l\u00edka styrkleika, \u00feannig a\u00f0 \u00feeir sem hafa sterkari t\u00f6k \u00e1 tungum\u00e1li e\u00f0a efni geti stutt vi\u00f0 a\u00f0ra. \u00cd \u00f6\u00f0rum verkefnum er markvissara a\u00f0 para saman nemendur me\u00f0 svipa\u00f0an bakgrunn e\u00f0a svipa\u00f0an skilning til a\u00f0 skapa \u00f6ruggt umhverfi til umr\u00e6\u00f0na. Mikilv\u00e6gt er a\u00f0 nemendur upplifi jafnr\u00e6\u00f0i og \u00e1byrg\u00f0 og a\u00f0 \u00feeir hafi raunverulegt hlutverk \u00ed h\u00f3pnum.<\/p>\n\n\n\n

A\u00f0 lokum er gagnlegt a\u00f0 skipta reglulega um h\u00f3pa og p\u00f6r svo nemendur f\u00e1i a\u00f0 \u00e6fa sig \u00ed a\u00f0 vinna me\u00f0 \u00f3l\u00edkum einstaklingum og \u00ed \u00f3l\u00edkum hlutverkum. Me\u00f0 \u00fev\u00ed a\u00f0 huga a\u00f0 samsetningu h\u00f3pa me\u00f0 \u00feessum h\u00e6tti getum vi\u00f0 skapa\u00f0 vinnulag \u00ed kennslustofum \u00fear sem fleiri nemendur n\u00e1 framf\u00f6rum b\u00e6\u00f0i \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi og tungum\u00e1lan\u00e1mi.<\/p>\n\n\n\n

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N\u00fdtum t\u00e6knina<\/strong><\/p>\n\n\n\n

T\u00e6knin getur n\u00fdst nemendum vel vi\u00f0 a\u00f0 n\u00e1 betri skilningi \u00e1 tungum\u00e1lum. Fj\u00f6lbreyttar stafr\u00e6nar lausnir geta hj\u00e1lpa\u00f0 nemendum a\u00f0 sj\u00e1 hugt\u00f6k \u00e1 n\u00fdjan h\u00e1tt, vinna sj\u00e1lfst\u00e6tt og f\u00e1 stu\u00f0ning vi\u00f0 lesskilning og a\u00f0 auka or\u00f0afor\u00f0a. Einnig er mikilv\u00e6gt a\u00f0 n\u00fdta \u00fea\u00f0 fj\u00f6lbreytta kennsluefni sem til er \u00e1 netinu \u00e1 \u00edslensku og \u00e1 \u00f6\u00f0rum tungum\u00e1lum. \u00dear m\u00e1 nefna kennslumyndb\u00f6nd \u00e1 Youtube og Khan Academy, gagnvirk verkf\u00e6ri eins og Geogebra og Desmos og a\u00f0rar vefs\u00ed\u00f0ur sem bj\u00f3\u00f0a upp \u00e1 myndr\u00e6nar \u00fatsk\u00fdringar. Sl\u00edkt efni getur l\u00e9tt \u00e1 \u00e1lagi sem fylgir \u00fev\u00ed a\u00f0 l\u00e6ra \u00e1 \u00f6\u00f0ru tungum\u00e1li og hj\u00e1lpa\u00f0 nemendum a\u00f0 setja hugt\u00f6k og a\u00f0fer\u00f0ir \u00ed samhengi \u00e1 eigin hra\u00f0a.<\/p>\n\n\n\n

\u00deegar nemendur nota vasareikni, graf\u00edskar reikniv\u00e9lar e\u00f0a st\u00e6r\u00f0fr\u00e6\u00f0iforrit er mikilv\u00e6gt a\u00f0 kenna \u00feeim virkni t\u00e6kjanna markvisst. Margir \u00cdSAT (\u00edslenska sem anna\u00f0 m\u00e1l) nemendur, e\u00f0a nemendur sem koma \u00far \u00f3l\u00edkum sk\u00f3lakerfum, hafa ekki endilega fengi\u00f0 kerfisbundna \u00fej\u00e1lfun \u00ed notkun \u00e1 \u00feessum t\u00e6kjum.<\/p>\n\n\n\n

Stafr\u00e6n verkf\u00e6ri geta einnig stutt vi\u00f0 samvinnu me\u00f0 \u00fev\u00ed a\u00f0 gera nemendum kleift a\u00f0 vinna saman \u00ed sameiginlegum skj\u00f6lum, gl\u00e6rum e\u00f0a t\u00f6flureiknum og r\u00e6\u00f0a lausnir s\u00ednar \u00ed raunt\u00edma. Sl\u00edkt hentar s\u00e9rstaklega vel nemendum sem \u00feurfa a\u00f0 vinna me\u00f0 tungum\u00e1l og st\u00e6r\u00f0fr\u00e6\u00f0i samt\u00edmis \u00e1samt \u00fev\u00ed a\u00f0 \u00fea\u00f0 gefur kennara g\u00f3\u00f0a inns\u00fdn \u00ed hugmyndir \u00feeirra.<\/p>\n\n\n\n

A\u00f0 lokum m\u00e1 nefna a\u00f0 n\u00fdjustu verkf\u00e6ri gervigreindar geta veri\u00f0 gagnleg ef \u00feau eru notu\u00f0 \u00e1 \u00e1byrgan og gagnr\u00fdninn h\u00e1tt. Gervigreind getur til d\u00e6mis \u00fatsk\u00fdrt st\u00e6r\u00f0fr\u00e6\u00f0ihugt\u00f6k \u00e1 m\u00f3\u00f0urm\u00e1li nemandans, bori\u00f0 saman tv\u00f6 hugt\u00f6k (t.d. tugur og tugabrot) og b\u00fai\u00f0 til myndr\u00e6nar e\u00f0a hlj\u00f3\u00f0r\u00e6na sk\u00fdringu fyrir nemendur. Margir \u00cdSAT nemendur eiga erfitt me\u00f0 textann sem fylgir st\u00e6r\u00f0fr\u00e6\u00f0id\u00e6mum en ekki endilega st\u00e6r\u00f0fr\u00e6\u00f0ia\u00f0ger\u00f0ina sem \u00fearf til a\u00f0 leysa d\u00e6min. Gervigreind getur \u00feannig hj\u00e1lpa\u00f0 nemandanum me\u00f0 \u00fev\u00ed a\u00f0 einfalda or\u00f0alag, \u00fatsk\u00fdrt e\u00f0li verkefnisins og dregi\u00f0 fram lykilhugt\u00f6k \u00ed d\u00e6minu.<\/p>\n\n\n\n

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Samvinna kennara<\/strong><\/p>\n\n\n\n

\u00cd flestum sk\u00f3lum m\u00e1 \u00ed dag finna \u00cdSAT-kennara sem sty\u00f0ja nemendur me\u00f0 anna\u00f0 tungum\u00e1l og vinna n\u00e1i\u00f0 me\u00f0 faggreinakennurum. Sl\u00edk samvinna er mikilv\u00e6gur \u00fe\u00e1ttur \u00ed \u00fev\u00ed a\u00f0 nemendur f\u00e1i samr\u00e6mdan stu\u00f0ning og a\u00f0 n\u00e1mi\u00f0 byggist \u00e1 raunh\u00e6fum v\u00e6ntingum. \u00cdSAT-kennarar hafa s\u00e9r\u00feekkingu \u00e1 tungum\u00e1lan\u00e1mi og geta bent \u00e1 hva\u00f0a hugt\u00f6k, or\u00f0afor\u00f0i e\u00f0a fyrirm\u00e6li g\u00e6tu reynst nemendum erfi\u00f0 og hvernig megi a\u00f0laga kennsluna \u00feannig a\u00f0 \u00feeir f\u00e1i noti\u00f0 s\u00edn.<\/p>\n\n\n\n

Me\u00f0 reglulegu samtali milli kennara m\u00e1 samr\u00e6ma v\u00e6ntingar, deila uppl\u00fdsingum um st\u00f6\u00f0u og framfarir, skipuleggja markvissan stu\u00f0ning og laga kennslua\u00f0fer\u00f0ir a\u00f0 \u00fe\u00f6rfum nemandans. Sl\u00edk samvinna styrkir b\u00e6\u00f0i tungum\u00e1lan\u00e1m og st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m og tryggir samfellu \u00ed stu\u00f0ningi \u00fevert \u00e1 n\u00e1msgreinar.Til \u00feess a\u00f0 samstarfi\u00f0 skili \u00e1rangri \u00fearf \u00fe\u00f3 sk\u00fdrt skipulag, r\u00fdmi og t\u00edma innan sk\u00f3lans. \u00deegar \u00cdSAT-kennarar og faggreinakennarar f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 samr\u00e6ma kennsluh\u00e6tti og v\u00e6ntingar ver\u00f0ur stu\u00f0ningurinn markvissari og nemendur f\u00e1 sk\u00fdrari lei\u00f0s\u00f6gn.<\/p>\n\n\n\n

Eins og fram hefur komi\u00f0 \u00ed greininni \u00fearf fj\u00f6lbreytta n\u00e1lgun til a\u00f0 tryggja a\u00f0 nemendur me\u00f0 annan tungum\u00e1labakgrunn en \u00edslensku f\u00e1i raunverulegt a\u00f0gengi a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi. \u00deegar vel tekst til skapar samspil st\u00f6\u00f0umats, or\u00f0afor\u00f0avinnu, sj\u00f3nr\u00e6ns stu\u00f0nings og samvinnu sterkan grunn fyrir n\u00e1ms\u00e1rangur. Samvinna, milli nemenda og milli kennara, skapar r\u00fdmi \u00fear sem tungum\u00e1l og st\u00e6r\u00f0fr\u00e6\u00f0i geta \u00fer\u00f3ast samhli\u00f0a. Me\u00f0 samstilltri kennslu og sk\u00fdrum markmi\u00f0um getum vi\u00f0 b\u00fai\u00f0 til kennsluumhverfi sem b\u00fd\u00f0ur \u00f6llum nemendum upp \u00e1 t\u00e6kif\u00e6ri til a\u00f0 bl\u00f3mstra, \u00f3h\u00e1\u00f0 tungum\u00e1labakgrunni.<\/p>\n\n\n\n

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Heimildir<\/strong><\/p>\n\n\n\n

Carlan, V.G., Rubin, R. og Morgan, C. Cooperative Learning, Mathematical Problem Solving, and Latinos. https:\/\/www.cimt.org.uk\/journal\/morgan.pdf<\/a><\/p>\n\n\n\n

Cummins, J. (2008). Bics and CALP: Empirical and Theoretical Status of the Distinction. \u00cd Street B. & Hornbecker, N.H. Encyclopedia of Language and Education<\/em>, 2. \u00datg: II: Literacy (771-83). Springer Science + Business Media LLC<\/p>\n\n\n\n

Mi\u00f0ja m\u00e1ls og l\u00e6sis. (e.d.) St\u00f6\u00f0umat: Stikum af sta\u00f0.<\/em> https:\/\/memm.mms.is\/mottaka\/stodumat-stikum-af-stad<\/a><\/p>\n\n\n\n

Mi\u00f0ja m\u00e1ls og l\u00e6sis. (e.d.) Stikum af sta\u00f0. St\u00f6\u00f0umat n\u00fdrra nemenda \u00e1 \u00cdslandi. <\/em>https:\/\/mml.reykjavik.is\/2023\/09\/11\/stodumat\/<\/a><\/p>\n\n\n\n

Ragnar F. \u00d3lafsson og J\u00fal\u00edus K. Bj\u00f6rnsson. (2009). TALIS. Sta\u00f0a og vi\u00f0horf kennara og sk\u00f3lastj\u00f3rnenda.<\/em> N\u00e1msmatsstofnun. https:\/\/www.stjornarradid.is\/library\/03-Verkefni\/Menntamal\/TALIS\/1talis_island_0.pdf<\/a><\/p>\n\n\n\n

Mi\u00f0ja m\u00e1ls og l\u00e6sis. (e.d.) Allt um st\u00f6\u00f0umat n\u00fdkominna barna<\/em>. [Padlet]. https:\/\/padlet.com\/mml15\/allt-um-st-umat-n-kominna-barna-eua2n0qqs49bha9<\/a><\/p>\n\n\n\n

Robertson, K. (e.d.). Math Instruction for English Language Learners<\/em>. Color\u00edn Colorado. https:\/\/www.colorincolorado.org\/article\/math-instruction-english-language-learners<\/a><\/p>\n\n\n\n

Takeuchi, M.A., Bryan, V., Valera, S. og Dadkhahfard, S. (2019, 24. j\u00fal\u00ed). Immigrant Students\u2019 Stories About Learning Mathematics in Groups. Canadian Journal of Science Mathematics and Technology Education 19<\/em>(6), 237\u2013253. https:\/\/doi.org\/10.1007\/s42330-019-00056-8<\/a><\/p>\n\n\n\n

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\u00c1slaug D\u00f3ra Einarsd\u00f3ttir, umsj\u00f3narkennari \u00e1 unglingastigi \u00ed Setbergssk\u00f3la<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

\n","protected":false},"excerpt":{"rendered":"

\u00c1slaug D\u00f3ra Einarsd\u00f3ttir. \u00cdslenskt sk\u00f3lasamf\u00e9lag hefur breyst miki\u00f0 s\u00ed\u00f0ustu \u00e1r og \u00ed dag eru margir nemendur me\u00f0 fj\u00f6lbreyttan tungum\u00e1la- og menningarbakgrunn \u00ed sk\u00f3lum \u00e1 \u00cdslandi. Sem kennari sem tekur reglulega \u00e1 m\u00f3ti unglingum me\u00f0 fj\u00f6lbreyttan bakgrunn hef \u00e9g veri\u00f0 a\u00f0 leita lei\u00f0a til a\u00f0 sty\u00f0ja \u00fe\u00e1 betur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1minu. \u00cd \u00feessari grein tek \u00e9g saman…<\/p>\n","protected":false},"author":1,"featured_media":5949,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[154,21,14,52,152,153],"class_list":["post-5928","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-midja-mals-og-laesis","tag-staerdfraedi","tag-staerdfraedikennsla","tag-staerdfraedinam","tag-staerdfraedinam-fjoltyngdra-nemenda","tag-stikum-af-stad"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/5928","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=5928"}],"version-history":[{"count":27,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/5928\/revisions"}],"predecessor-version":[{"id":5969,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/5928\/revisions\/5969"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/5949"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5928"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5928"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5928"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}