<\/p>\n\n\n\n
R\u00e1\u00f0stefnan, A\u00f0 skapa hugsandi sk\u00f3lastofu \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i<\/em> (e. Building Thinking Classrooms Conference 2026), sem \u00e9g s\u00f3tti \u00ed sumar, var haldin \u00ed New Haven \u00ed Connecticut-fylki \u00ed Bandar\u00edkjunum. Til a\u00f0 sta\u00f0setja borgina m\u00e1 nefna a\u00f0 h\u00fan er um 80 m\u00edlur nor\u00f0austur af New York-borg. New Haven er lifandi hafnarborg og mi\u00f0b\u00e6r hennar hefur a\u00f0 miklu leyti byggst upp \u00ed kringum Yale-h\u00e1sk\u00f3la.<\/p>\n\n\n\n <\/p>\n<\/div>\n\n\n\n R\u00e1\u00f0stefnan f\u00f3r fram \u00ed mi\u00f0borginni, annars vegar \u00ed Shubert Theatre og hins vegar \u00ed Cooperative Arts & Humanities High School, sem er \u00fear skammt fr\u00e1. Fyrirlestrar og sameiginleg dagskr\u00e1 f\u00f3ru a\u00f0 mestu fram \u00ed leikh\u00fasinu en vinnustofurnar \u00ed sk\u00f3lah\u00fasn\u00e6\u00f0inu.<\/p>\n\n\n\n \u00cd upphafi kom fram a\u00f0 vegna eldvarnareglna v\u00e6ri takmarka\u00f0ur fj\u00f6ldi s\u00e6ta \u00ed hverri vinnustofu. Vi\u00f0 vorum \u00fev\u00ed be\u00f0in um a\u00f0 vera me\u00f0 annan valkost til vara ef vi\u00f0 k\u00e6mumst ekki \u00e1 \u00feann fyrirlestur e\u00f0a \u00ed \u00fe\u00e1 vinnustofu sem vi\u00f0 h\u00f6f\u00f0um helst \u00e1huga \u00e1. \u00deetta var\u00f0 til \u00feess a\u00f0 \u00e9g komst ekki \u00e1 allt sem \u00e9g haf\u00f0i \u00e6tla\u00f0 m\u00e9r. \u00dea\u00f0 var \u00fe\u00f3 \u00far svo m\u00f6rgum g\u00f3\u00f0um vinnustofum a\u00f0 velja a\u00f0 \u00feegar upp var sta\u00f0i\u00f0 kom \u00fea\u00f0 ekki a\u00f0 s\u00f6k.<\/p>\n\n\n\n \u00deegar \u00e9g h\u00f3f \u00fe\u00e1 vegfer\u00f0 a\u00f0 breyta kennsluh\u00e1ttum m\u00ednum \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i vildi \u00e9g afla m\u00e9r sem mestrar \u00feekkingar \u00e1 \u00fev\u00ed hvernig h\u00e6gt v\u00e6ri a\u00f0 skapa hugsandi sk\u00f3lastofu. \u00deegar \u00e9g fr\u00e9tti af \u00feessari r\u00e1\u00f0stefnu langa\u00f0i mig \u00fev\u00ed strax a\u00f0 taka \u00fe\u00e1tt. \u00dear gafst m\u00e9r t\u00e6kif\u00e6ri til a\u00f0 l\u00e6ra af kennurum sem h\u00f6f\u00f0u nota\u00f0 a\u00f0fer\u00f0ina lengur en \u00e9g og kynnast reynslu \u00feeirra.<\/p>\n\n\n\n Vi\u00f0 val \u00e1 fyrirlestrum og vinnustofum lag\u00f0i \u00e9g fyrst og fremst \u00e1herslu \u00e1 vi\u00f0fangsefni sem \u00e9g taldi geta hj\u00e1lpa\u00f0 m\u00e9r a\u00f0 \u00fer\u00f3a kennsluna \u00e1fram. Me\u00f0al annars vildi \u00e9g sko\u00f0a hvernig h\u00e6gt v\u00e6ri a\u00f0 lj\u00faka kennslustundum \u00e1 markvissan h\u00e1tt og hvernig vi\u00f0 g\u00e6tum hj\u00e1lpa\u00f0 nemendum a\u00f0 gera gagnlegar gl\u00f3sur. Einnig haf\u00f0i \u00e9g \u00e1huga \u00e1 lei\u00f0um til a\u00f0 auka virkni allra nemenda.<\/p>\n\n\n\n A\u00f0 lokum vildi \u00e9g fr\u00e6\u00f0ast s\u00e9rstaklega um reynslu nemenda me\u00f0 ADHD af hugsandi sk\u00f3lastofu. M\u00e9r fannst \u00fea\u00f0 \u00e1hugaver\u00f0ur vinkill \u00fear sem \u00e9g haf\u00f0i teki\u00f0 eftir \u00fev\u00ed \u00ed minni eigin kennslu a\u00f0 margir \u00feessara nemenda virtust n\u00e1 betri t\u00f6kum \u00e1 n\u00e1minu me\u00f0 \u00feessum kennsluh\u00e1ttum.<\/p>\n\n\n\n H\u00e9r \u00e1 eftir fjalla \u00e9g um fyrirlestrana og vinnustofurnar sem \u00e9g s\u00f3tti. \u00c9g fer yfir hvert vi\u00f0fangsefni fyrir sig og leitast vi\u00f0 a\u00f0 gefa lesendum sk\u00fdra mynd af \u00fev\u00ed sem \u00fear f\u00f3r fram.<\/p>\n\n\n\n R\u00e1\u00f0stefnan h\u00f3fst \u00ed Shubert Theatre \u00fear sem einn skipuleggjenda bau\u00f0 \u00fe\u00e1tttakendur velkomna. H\u00fan sag\u00f0i me\u00f0al annars fr\u00e1 \u00fev\u00ed hva\u00f0an gestirnir k\u00e6mu og nefndi s\u00e9rstaklega a\u00f0 einn \u00fe\u00e1tttakandi v\u00e6ri kominn fr\u00e1 \u00cdslandi. \u00dea\u00f0 vakti t\u00f6luver\u00f0a athygli og var\u00f0 oft til \u00feess a\u00f0 f\u00f3lk spur\u00f0i mig \u00fat \u00ed \u00cdsland \u00feegar vi\u00f0 unnum saman \u00ed h\u00f3pum. M\u00e9r fannst \u00fe\u00f3 svol\u00edti\u00f0 \u00f3\u00fe\u00e6gilegt a\u00f0 vera settur \u00feannig \u00ed svi\u00f0slj\u00f3si\u00f0, enda kann \u00e9g betur vi\u00f0 a\u00f0 falla inn \u00ed h\u00f3pinn.<\/p>\n\n\n\n A\u00f0 \u00fev\u00ed loknu flutti dr. Rydell Harrison opnunarr\u00e6\u00f0u r\u00e1\u00f0stefnunnar. Harrison starfar hj\u00e1 Partners for Educational Leadership og hefur v\u00ed\u00f0t\u00e6ka reynslu af kennslu og stj\u00f3rnunarst\u00f6rfum \u00ed sk\u00f3lakerfinu.<\/p>\n\n\n\n \u00cd r\u00e6\u00f0u sinni varpa\u00f0i hann fram spurningu sem sat s\u00e9rstaklega eftir hj\u00e1 m\u00e9r:<\/p>\n\n\n\n \u201eHva\u00f0 ef allir nemendur, \u00ed \u00f6llum kennslustofum, \u00ed \u00f6llum sk\u00f3lum, v\u00e6ru alltaf a\u00f0 hugsa?\u201c<\/em>Hann velti \u00fev\u00ed fyrir s\u00e9r hvernig sl\u00edkur veruleiki myndi l\u00edta \u00fat fyrir okkur sem kennara og foreldra – og fyrir samf\u00e9lagi\u00f0 \u00ed heild. Spurningin er \u00e1hrifamikil en kallar jafnframt \u00e1 a\u00f0ra mikilv\u00e6ga spurningu: Um hva\u00f0 v\u00e6ru nemendurnir a\u00f0 hugsa? V\u00e6ru \u00feeir a\u00f0 hugsa um n\u00e1mi\u00f0 e\u00f0a eitthva\u00f0 allt anna\u00f0?<\/p>\n\n\n\n Kjarni m\u00e1lsins var \u00fev\u00ed ekki a\u00f0eins a\u00f0 nemendur v\u00e6ru a\u00f0 hugsa, heldur a\u00f0 sk\u00f3linn n\u00fdtti t\u00edmann \u00feannig a\u00f0 \u00feeir hugsu\u00f0u virkt um n\u00e1mi\u00f0 sitt. \u00de\u00e1 vaknar spurningin: Hva\u00f0 \u00fearf sk\u00f3linn a\u00f0 gera til a\u00f0 virkja hugsun nemenda og hva\u00f0 kennslua\u00f0fer\u00f0um getum vi\u00f0 beitt til \u00feess?<\/p>\n\n\n\n (e. Landing the Plane: BTC Lessons by Centering Discussion of Student Work)<\/em><\/p>\n\n\n\n \u00deetta var fyrsta vinnustofan sem \u00e9g valdi a\u00f0 s\u00e6kja. \u00c9g valdi hana vegna \u00feess a\u00f0 mig langa\u00f0i a\u00f0 \u00f6\u00f0last betri skilning \u00e1 \u00fev\u00ed hvernig \u00e6tti a\u00f0 lj\u00faka kennslustund \u00ed hugsandi sk\u00f3lastofu. M\u00e9r fannst lok kennslustundarinnar vera s\u00e1 hluti a\u00f0fer\u00f0arinnar sem \u00e9g \u00feyrfti helst a\u00f0 b\u00e6ta hj\u00e1 m\u00e9r.<\/p>\n\n\n\n \u00dea\u00f0 sem stendur helst upp \u00far hj\u00e1 m\u00e9r eftir vinnustofuna er \u00fe\u00f3 ekki a\u00f0eins hvernig kennslustundinni er loka\u00f0, heldur hvernig h\u00e6gt er a\u00f0 halda utan um hana \u00ed heild. \u00cd g\u00f6gnunum sem lei\u00f0beinendurnir deildu me\u00f0 okkur s\u00e1 \u00e9g afar gagnlegt skipulag fyrir kennslustund \u00ed hugsandi sk\u00f3lastofu. \u00dear var huga\u00f0 a\u00f0 \u00f6llum helstu \u00fe\u00e1ttum kennslustundarinnar: hva\u00f0a n\u00e1msmarkmi\u00f0 v\u00e6ri unni\u00f0 me\u00f0, hva\u00f0a lausnalei\u00f0ir og misskilningur g\u00e6tu komi\u00f0 fram hj\u00e1 nemendum, hvernig kennarinn g\u00e6ti brug\u00f0ist vi\u00f0 og hva\u00f0a vinna nemenda yr\u00f0i valin til a\u00f0 draga fram \u00ed lok t\u00edmans.<\/p>\n\n\n\n Sl\u00edkt skipulag og markviss fyrirl\u00f6gn verkefna hj\u00e1lpa kennaranum a\u00f0 sj\u00e1 fyrir m\u00f6gulegar lausnalei\u00f0ir nemenda. Kennarinn getur \u00fe\u00e1 undirb\u00fai\u00f0 spurningar og v\u00edsbendingar sem f\u00e6ra hugsun \u00feeirra \u00e1fram \u00e1n \u00feess a\u00f0 taka verkefni\u00f0 \u00far h\u00f6ndum \u00feeirra. \u00deegar kemur a\u00f0 samantektinni er s\u00ed\u00f0an h\u00e6gt a\u00f0 velja vinnu af t\u00f6flum nemenda, bera saman \u00f3l\u00edkar lausnalei\u00f0ir og tengja \u00fe\u00e6r vi\u00f0 n\u00e1msmarkmi\u00f0 kennslustundarinnar. \u00cd framhaldinu geta nemendur n\u00fdtt samantektina til a\u00f0 gera markvissar gl\u00f3sur.<\/p>\n\n\n\n Ey\u00f0ubl\u00f6\u00f0in h\u00e9r fyrir ne\u00f0an s\u00fdna hvernig vi\u00f0 sem erum a\u00f0 vinna me\u00f0 hugsandi sk\u00f3lastofu \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i setjum upp kennslustundir okkar.<\/p>\n\n\n\n \u00cd vinnustofunni fengum vi\u00f0 a\u00f0 pr\u00f3fa \u00feetta ferli b\u00e6\u00f0i fr\u00e1 sj\u00f3narh\u00f3li kennara og nemenda. \u00deannig s\u00e1um vi\u00f0 hvernig skipulag kennslustundarinnar, vinna nemenda og lokasamantektin tengdust saman.<\/p>\n\n\n\n (e. Getting Messy with Subtraction: Making Connections Across Representations in a Thinking Classroom)<\/em><\/p>\n\n\n\n \u00dea\u00f0 er athyglisvert hversu \u00f3l\u00edkt vinnustofur geta seti\u00f0 eftir \u00ed manni. \u00deegar \u00e9g t\u00f3k \u00fe\u00e1tt \u00ed \u00feessari vinnustofu fannst m\u00e9r h\u00fan ekki s\u00e9rstaklega gagnleg. M\u00f6gulega skildi \u00e9g ekki n\u00e6gilega vel hverju lei\u00f0beinandinn vildi koma \u00e1 framf\u00e6ri e\u00f0a hva\u00f0 h\u00fan vildi a\u00f0 vi\u00f0 fengjum \u00fat \u00far verkefninu. \u00deegar \u00e9g settist s\u00ed\u00f0ar ni\u00f0ur til a\u00f0 skrifa um vinnustofuna kvikna\u00f0i hins vegar hugmynd sem \u00e9g g\u00e6ti n\u00fdtt me\u00f0 nemendum. H\u00fan var\u00f0 a\u00f0 kveikju a\u00f0 \u00fev\u00ed hvernig \u00e9g g\u00e6ti kennt samlagningu og fr\u00e1dr\u00e1tt almennra brota og hj\u00e1lpa\u00f0 nemendum a\u00f0 gera gl\u00f3sur um efni\u00f0.<\/p>\n\n\n\n Upphaflega valdi \u00e9g \u00feessa vinnustofu fyrst og fremst vegna \u00feess a\u00f0 h\u00fan passa\u00f0i inn \u00ed dagskr\u00e1na hj\u00e1 m\u00e9r \u00e1 milli annarra erinda. \u00deegar \u00e9g l\u00edt til baka stendur vi\u00f0fangsefni vinnustofunnar \u00fe\u00f3 mun sterkar eftir en \u00fea\u00f0 ger\u00f0i \u00feegar \u00e9g var \u00e1 sta\u00f0num. Vinnustofan bygg\u00f0ist \u00e1 \u00fev\u00ed a\u00f0 nemendur t\u00e6kju \u00e1byrg\u00f0 \u00e1 eigin n\u00e1mi og n\u00e1lgu\u00f0ust sama vi\u00f0fangsefni\u00f0 me\u00f0 \u00f3l\u00edkum framsetningum. T\u00f6flu var skipt \u00ed fj\u00f3ra hluta og \u00ed hverjum \u00feeirra var sama d\u00e6mi\u00f0 sko\u00f0a\u00f0 fr\u00e1 n\u00fdju sj\u00f3narhorni.<\/p>\n\n\n\n \u00cd vinnustofunni unnum vi\u00f0 allan t\u00edmann me\u00f0 eitt d\u00e6mi: 53 \u2212 17.<\/p>\n\n\n\n Fyrst r\u00e6ddum vi\u00f0 hugsunarferli\u00f0 sem f\u00f3r af sta\u00f0 \u00feegar vi\u00f0 reiknu\u00f0um d\u00e6mi\u00f0. Hver h\u00f3pur \u00feurfti a\u00f0 \u00fatsk\u00fdra hvernig hann leysti \u00fea\u00f0 \u00ed huganum og skr\u00e1 lausnalei\u00f0ina efst vinstra megin \u00e1 t\u00f6fluna.<\/p>\n\n\n\n N\u00e6st settum vi\u00f0 lausnalei\u00f0ina fram \u00e1 sj\u00f3nr\u00e6nan h\u00e1tt, til d\u00e6mis me\u00f0 teikningu e\u00f0a myndr\u00e6nni framsetningu. A\u00f0 \u00fev\u00ed loknu bjuggum vi\u00f0 til s\u00f6gu sem passa\u00f0i vi\u00f0 d\u00e6mi\u00f0. Me\u00f0 \u00fev\u00ed tengdum vi\u00f0 \u00fatreikninginn vi\u00f0 a\u00f0st\u00e6\u00f0ur sem g\u00e6tu birst \u00ed or\u00f0ad\u00e6mi me\u00f0 s\u00f6mu t\u00f6lum. A\u00f0 lokum \u00e1ttum vi\u00f0 a\u00f0 setja fram almenna reglu sem h\u00e6gt v\u00e6ri a\u00f0 nota vi\u00f0 samb\u00e6rileg d\u00e6mi.<\/p>\n\n\n\n Uppsetning t\u00f6flunnar skapa\u00f0i sk\u00fdrt fl\u00e6\u00f0i milli \u00feessara fj\u00f6gurra framsetninga. Efst vinstra megin var \u00fatreikningurinn, ne\u00f0st vinstra megin var sj\u00f3nr\u00e6na framsetningin, efst h\u00e6gra megin var sagan og ne\u00f0st h\u00e6gra megin var almenna reglan. \u00deannig f\u00e6r\u00f0um vi\u00f0 okkur fr\u00e1 einu \u00e1kve\u00f0nu d\u00e6mi yfir \u00ed almennari skilning sem h\u00e6gt v\u00e6ri a\u00f0 yfirf\u00e6ra \u00e1 \u00f6nnur d\u00e6mi.<\/p>\n\n\n\n \u00deegar \u00e9g f\u00f3r a\u00f0 undirb\u00faa skrifin um r\u00e1\u00f0stefnuna sko\u00f0a\u00f0i \u00e9g gl\u00e6rurnar aftur og rifja\u00f0i upp vinnustofurnar. \u00c9g staldra\u00f0i lengi vi\u00f0 \u00feessa, f\u00f3r yfir gl\u00f3surnar m\u00ednar og gaf m\u00e9r t\u00edma til a\u00f0 tengja a\u00f0fer\u00f0ina vi\u00f0 m\u00edna eigin kennslu. \u00de\u00e1 \u00e1tta\u00f0i \u00e9g mig \u00e1 hversu snj\u00f6ll hugmyndin var. H\u00fan s\u00fdnir hvernig vi\u00f0 getum n\u00e1lgast sama vi\u00f0fangsefni\u00f0 \u00e1 \u00f3l\u00edkan h\u00e1tt og tengt saman \u00fatreikning, sj\u00f3nr\u00e6nan skilning, a\u00f0st\u00e6\u00f0ur \u00far daglegu l\u00edfi og almenna reglu.<\/p>\n\n\n\n \u00c9g \u00e6tla \u00fev\u00ed a\u00f0 pr\u00f3fa \u00feessa a\u00f0fer\u00f0 me\u00f0 nemendum \u00e1 \u00feessu sk\u00f3la\u00e1ri. \u00cd sta\u00f0 fr\u00e1dr\u00e1ttard\u00e6mis me\u00f0 heilum t\u00f6lum \u00e6tla \u00e9g a\u00f0 nota samlagningu og fr\u00e1dr\u00e1tt almennra brota. Mig langar a\u00f0 sj\u00e1 hvernig nemendur takast \u00e1 vi\u00f0 a\u00f0 s\u00fdna lausnalei\u00f0ina myndr\u00e6nt, setja hana \u00ed samhengi og m\u00f3ta a\u00f0 lokum almenna reglu. Afraksturinn g\u00e6ti s\u00ed\u00f0an or\u00f0i\u00f0 grunnur a\u00f0 markvissum gl\u00f3sum \u00feeirra um almenn brot.<\/p>\n\n\n\n (e. Less Helping, More Thinking: Teacher Moves That Build Confident Problem Solvers)<\/em><\/p>\n\n\n\n Vinnustofan fjalla\u00f0i um hvernig kennarar geta n\u00fdtt a\u00f0fer\u00f0ir hugsandi sk\u00f3lastofu til a\u00f0 efla j\u00e1kv\u00e6tt vi\u00f0horf nemenda og byggja upp sj\u00e1lfstraust \u00feeirra \u00ed lausnaleit. \u00dea\u00f0 gerist ekki sj\u00e1lfkrafa vi\u00f0 \u00fea\u00f0 eitt a\u00f0 breyta skipulagi kennslustofunnar, heldur m\u00f3tast \u00fea\u00f0 af \u00fev\u00ed sem kennarinn gerir og segir hverju sinni. Til \u00feess \u00fearf kennarinn me\u00f0al annars a\u00f0 geta greint hvernig \u00f3\u00f6ryggi og sj\u00e1lfstraust birtast hj\u00e1 nemendum.<\/p>\n\n\n\n Me\u00f0 markvissum spurningum og \u00f6\u00f0rum vi\u00f0br\u00f6g\u00f0um getur kennarinn stutt \u00f3\u00f6rugga nemendur og hj\u00e1lpa\u00f0 \u00feeim a\u00f0 \u00f6\u00f0last tr\u00fa \u00e1 eigin getu. Spurningarnar \u00feurfa a\u00f0 efla sj\u00e1lfstraust \u00feeirra \u00e1n \u00feess a\u00f0 taka hugsunina fr\u00e1 \u00feeim. Kennarinn \u00fearf \u00fev\u00ed a\u00f0 n\u00fdta \u00feau verkf\u00e6ri sem a\u00f0fer\u00f0in b\u00fd\u00f0ur upp \u00e1 og \u00fdta vi\u00f0 nemendum \u00e1 j\u00e1kv\u00e6\u00f0an og uppbyggilegan h\u00e1tt. Mikilv\u00e6gt er a\u00f0 veita \u00feeim markvissa endurgj\u00f6f og hr\u00f3sa \u00feeim fyrir g\u00f3\u00f0 vinnubr\u00f6g\u00f0, gagnlegar lausnalei\u00f0ir og \u00ferautseigju. \u00deegar nemendur lenda \u00ed erfi\u00f0leikum \u00fearf jafnframt a\u00f0 hvetja \u00fe\u00e1 til a\u00f0 halda \u00e1fram og hj\u00e1lpa \u00feeim a\u00f0 finna n\u00e6sta skref \u00e1n \u00feess a\u00f0 leysa verkefni\u00f0 fyrir \u00fe\u00e1.<\/p>\n\n\n\n Um lei\u00f0 \u00fearf kennarinn a\u00f0 setja \u00f6llum nemendah\u00f3pum metna\u00f0arfull markmi\u00f0 og vinna markvisst a\u00f0 \u00fev\u00ed a\u00f0 nemendur n\u00e1i \u00feeim. Kennarinn \u00fearf einnig a\u00f0 tr\u00faa \u00fev\u00ed a\u00f0 hann geti haft raunveruleg \u00e1hrif \u00e1 n\u00e1m og vi\u00f0horf nemenda.<\/p>\n\n\n\n Til \u00feess a\u00f0 breytingar \u00e1 kennsluh\u00e1ttum skili \u00e1rangri \u00feurfa kennarar og nemendur a\u00f0 ganga \u00ed takt og stj\u00f3rnendur a\u00f0 sty\u00f0ja kennara vi\u00f0 a\u00f0 innlei\u00f0a n\u00fdjar a\u00f0fer\u00f0ir. Ef kennari \u00e6tlar a\u00f0 f\u00e1 nemendur me\u00f0 s\u00e9r \u00ed sl\u00edkt breytingaferli \u00fearf hann a\u00f0 r\u00e6\u00f0a opinsk\u00e1tt vi\u00f0 \u00fe\u00e1 um hvers vegna kennsluh\u00e1ttunum s\u00e9 breytt og til hvers s\u00e9 \u00e6tlast af \u00feeim.<\/p>\n\n\n\n Eitt mikilv\u00e6gasta atri\u00f0i\u00f0 er a\u00f0 skapa \u00fe\u00e1 menningu \u00ed kennslustofunni a\u00f0 mist\u00f6k s\u00e9u e\u00f0lilegur og nau\u00f0synlegur hluti n\u00e1msins. Nemendur \u00feurfa a\u00f0 treysta \u00fev\u00ed a\u00f0 \u00feeir megi gera mist\u00f6k, r\u00e6\u00f0a \u00feau og l\u00e6ra af \u00feeim. Sl\u00edkt \u00f6ryggi getur hj\u00e1lpa\u00f0 \u00feeim a\u00f0 taka meiri \u00fe\u00e1tt, pr\u00f3fa n\u00fdjar lausnalei\u00f0ir og treysta eigin hugsun.<\/p>\n\n\n\n (e. Get Your Thinking On: Exploring Tasks in a Thinking Classroom)<\/em><\/p>\n\n\n\n \u00deessi vinnustofa var \u00e1hugaver\u00f0 og fjalla\u00f0i um hvers konar verkefni henta \u00ed hugsandi sk\u00f3lastofu. Meginni\u00f0ursta\u00f0an var a\u00f0 h\u00e6gt er a\u00f0 vinna me\u00f0 n\u00e1nast \u00f6ll st\u00e6r\u00f0fr\u00e6\u00f0ileg vi\u00f0fangsefni me\u00f0 \u00feessari a\u00f0fer\u00f0. \u00dea\u00f0 sem skiptir mestu m\u00e1li er hvernig verkefni\u00f0 er vali\u00f0, sett fram og n\u00fdtt til a\u00f0 koma hugsun nemenda af sta\u00f0.<\/p>\n\n\n\n \u00cd upphafi vinnustofunnar birtist mynd \u00e1 skj\u00e1varpa sem s\u00fdndi fj\u00f3rar mismunandi ger\u00f0ir af bekkjum e\u00f0a \u00f6\u00f0rum setsv\u00e6\u00f0um \u00ed almenningsgar\u00f0i. Vi\u00f0 \u00e1ttum a\u00f0 velja einn kost og \u00fatsk\u00fdra hvers vegna vi\u00f0 kysum hann frekar en hina. M\u00e9r fannst \u00feetta \u00e1hugaver\u00f0 n\u00e1lgun \u00fev\u00ed svipa\u00f0 verkefni v\u00e6ri h\u00e6gt a\u00f0 nota \u00feegar nemendur eru a\u00f0 kynnast vinnubr\u00f6g\u00f0um hugsandi sk\u00f3lastofu. Verkefni\u00f0 krefst ekki s\u00e9rstakrar st\u00e6r\u00f0fr\u00e6\u00f0i\u00feekkingar en getur komi\u00f0 af sta\u00f0 umr\u00e6\u00f0um og fengi\u00f0 nemendur til a\u00f0 r\u00f6ksty\u00f0ja val sitt.<\/p>\n\n\n\n A\u00f0 \u00fev\u00ed loknu sko\u00f0u\u00f0um vi\u00f0 hvernig h\u00e6gt v\u00e6ri a\u00f0 hanna verkefni sem virkja alla nemendur, \u00f3h\u00e1\u00f0 st\u00f6\u00f0u \u00feeirra \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i. \u00cd h\u00f3pum r\u00e6ddum vi\u00f0 hvernig vi\u00f0 myndum skipuleggja kennslustund, hva\u00f0a spurningar vi\u00f0 vildum leggja fyrir nemendur og hvernig vi\u00f0 g\u00e6tum n\u00fdtt \u00fe\u00e6r til a\u00f0 sty\u00f0ja vi\u00f0 og f\u00e6ra hugsun \u00feeirra \u00e1fram.<\/p>\n\n\n\n N\u00e6st leystum vi\u00f0 sj\u00e1lf verkefni sem vi\u00f0 g\u00e6tum hugsa\u00f0 okkur a\u00f0 leggja fyrir nemendur. \u00deegar kennarinn leysir verkefni\u00f0 fyrir fram f\u00e6r hann sk\u00fdrari mynd af \u00fev\u00ed sem g\u00e6ti gerst \u00ed kennslustundinni. \u00de\u00e1 kemur me\u00f0al annars \u00ed lj\u00f3s hvort upphaflegu spurningarnar henta verkefninu e\u00f0a hvort \u00feurfi a\u00f0 endursko\u00f0a \u00fe\u00e6r. Vi\u00f0 \u00fatreikningana geta einnig komi\u00f0 fram \u00f3l\u00edkar lausnalei\u00f0ir, m\u00f6gulegur misskilningur og atri\u00f0i sem nemendur g\u00e6tu \u00e1tt erfitt me\u00f0.<\/p>\n\n\n\n Sl\u00edkur undirb\u00faningur hj\u00e1lpar kennaranum a\u00f0 sj\u00e1 fyrir hva\u00f0 g\u00e6ti gerst \u00ed kennslustundinni, hven\u00e6r \u00fea\u00f0 g\u00e6ti komi\u00f0 upp og hvernig best v\u00e6ri a\u00f0 breg\u00f0ast vi\u00f0. Hann styrkir \u00fev\u00ed undirb\u00faninginn og gerir kennaranum kleift a\u00f0 sty\u00f0ja betur vi\u00f0 hugsun nemenda \u00feegar kennslustundin fer fram.<\/p>\n\n\n\n (e. Building Thinking Classrooms in Mathematics: Promoting Communication, Collaboration and Thoughtful Reflection)<\/em><\/p>\n\n\n\n \u00deessi vinnustofa fjalla\u00f0i um hvernig h\u00e6gt er a\u00f0 efla samskipti, samvinnu og \u00edgrundun nemenda \u00ed hugsandi sk\u00f3lastofu. M\u00e9r fannst vinnustofan mj\u00f6g g\u00f3\u00f0 \u00feegar \u00e9g gekk \u00fat \u00far henni. \u00deegar \u00e9g rifja\u00f0i hana s\u00ed\u00f0ar upp voru \u00fe\u00f3 f\u00e1 einst\u00f6k atri\u00f0i sem s\u00e1tu eftir hj\u00e1 m\u00e9r. \u00dea\u00f0 breyttist \u00feegar \u00e9g sko\u00f0a\u00f0i gl\u00e6rurnar aftur og rifja\u00f0i upp verkefni sem bygg\u00f0ist \u00e1 t\u00f6lunni fj\u00f3rum.<\/p>\n\n\n\n Kennarinn haf\u00f0i l\u00e1ti\u00f0 nemendur s\u00edna hefja vinnu \u00ed hugsandi sk\u00f3lastofu me\u00f0 verkefni \u00fear sem \u00feeir \u00e1ttu a\u00f0 nota t\u00f6luna fj\u00f3ra n\u00e1kv\u00e6mlega fj\u00f3rum sinnum \u00e1samt mismunandi reiknia\u00f0ger\u00f0um til a\u00f0 b\u00faa til t\u00f6lurnar fr\u00e1 einum upp \u00ed t\u00edu. \u00cd framhaldinu setti hann upp veggspjald \u00fear sem nemendur g\u00e1tu yfir sk\u00f3la\u00e1ri\u00f0 b\u00e6tt vi\u00f0 d\u00e6mum fyrir t\u00f6lurnar fr\u00e1 11 upp \u00ed 100, alltaf me\u00f0 \u00fev\u00ed a\u00f0 nota fj\u00f3ra fj\u00f3ra og leyfilegar reiknia\u00f0ger\u00f0ir.<\/p>\n\n\n\n \u00c9g og samkennarar m\u00ednir \u00e6tlum a\u00f0 n\u00fdta \u00feessa hugmynd \u00ed s\u00ed\u00f0ustu undirb\u00faningskennslustundinni \u00e1\u00f0ur en vi\u00f0 hefjum markvissa vinnu \u00ed hugsandi sk\u00f3lastofu \u00e1 \u00fe\u00e1ttum n\u00e1mskr\u00e1ar verkefnum. A\u00f0 henni lokinni \u00e6tlum vi\u00f0 a\u00f0 hengja upp veggspjald sem nemendur geta sm\u00e1m saman fyllt me\u00f0 lausnum yfir sk\u00f3la\u00e1ri\u00f0. Verkefni\u00f0 g\u00e6ti skapa\u00f0 auknar umr\u00e6\u00f0ur um st\u00e6r\u00f0fr\u00e6\u00f0i me\u00f0al nemenda \u00e1 unglingastigi og vaki\u00f0 \u00e1huga \u00feeirra \u00e1 a\u00f0 leita a\u00f0 \u00f3l\u00edkum lausnalei\u00f0um. \u00dea\u00f0 gefur \u00feeim jafnframt t\u00e6kif\u00e6ri til a\u00f0 halda \u00e1fram a\u00f0 hugsa um verkefni\u00f0 utan kennslustundarinnar.<\/p>\n\n\n\n Eftir verkefni\u00f0 me\u00f0 fj\u00f3rum fj\u00f3rum unnum vi\u00f0 me\u00f0 margf\u00f6ldun og deilingu almennra brota. \u00dear settum vi\u00f0 okkur \u00ed hlutverk nemenda og \u00feurftum a\u00f0 velta fyrir okkur hva\u00f0 hver og einn vissi um almenn brot og hvernig h\u00f3purinn g\u00e6ti n\u00fdtt \u00fe\u00e1 \u00feekkingu til a\u00f0 leysa verkefni\u00f0. \u00c1herslan var \u00e1 samvinnu innan h\u00f3psins og lei\u00f0beinandinn s\u00fdndi okkur \u00fdmsar lei\u00f0ir sem kennarar geta nota\u00f0 til a\u00f0 \u00fdta undir virk samskipti og gott samstarf nemenda.<\/p>\n\n\n\n \u00de\u00f3tt vinnustofan hafi fjalla\u00f0 um fleiri atri\u00f0i var \u00fea\u00f0 verkefni\u00f0 me\u00f0 fj\u00f3rum fj\u00f3rum sem sat helst eftir hj\u00e1 m\u00e9r. Hugmyndin vakti strax hj\u00e1 m\u00e9r vangaveltur um hvernig h\u00e6gt v\u00e6ri a\u00f0 n\u00fdta verkefni\u00f0 me\u00f0 okkar nemendum og hva\u00f0a st\u00e6r\u00f0fr\u00e6\u00f0ilegu umr\u00e6\u00f0ur \u00fea\u00f0 g\u00e6ti skapa\u00f0. Stundum \u00fearf ekki st\u00f3ra e\u00f0a fl\u00f3kna hugmynd til a\u00f0 kveikja eitthva\u00f0 hj\u00e1 kennara. \u00deessi einfalda hugmynd n\u00e1\u00f0i athygli minni svo sterklega a\u00f0 h\u00fan fylgdi m\u00e9r \u00fat \u00far vinnustofunni og mun vonandi rata inn \u00ed kennsluna hj\u00e1 okkur.<\/p>\n\n\n\n (e. BTC for ADHD: Building a Thinking Classroom for Students Like Me)<\/em><\/p>\n\n\n\n \u00c9g valdi \u00feessa vinnustofu vegna \u00feess a\u00f0 heiti hennar vakti strax \u00e1huga minn. ADHD er eitthva\u00f0 sem \u00e9g \u00feekki vel af eigin raun og \u00fev\u00ed langa\u00f0i mig a\u00f0 sj\u00e1 hvernig h\u00e6gt v\u00e6ri a\u00f0 n\u00fdta a\u00f0fer\u00f0ir hugsandi sk\u00f3lastofu til a\u00f0 m\u00e6ta nemendum me\u00f0 ADHD.<\/p>\n\n\n\n Lei\u00f0beinendurnir s\u00f6g\u00f0ust b\u00e6\u00f0i vera me\u00f0 ADHD-greiningu og anna\u00f0 \u00feeirra sag\u00f0ist einnig vera \u00e1 einhverfur\u00f3fi. \u00cd upphafi sag\u00f0i annar lei\u00f0beinandinn fr\u00e1 \u00fev\u00ed hvernig hann haf\u00f0i kynnst hugmyndum um hugsandi sk\u00f3lastofu \u00ed samtali vi\u00f0 Peter Liljedahl \u00e1 r\u00e1\u00f0stefnu t\u00edu \u00e1rum \u00e1\u00f0ur. Hann s\u00e1 strax a\u00f0 \u00ed a\u00f0fer\u00f0inni var lei\u00f0 til a\u00f0 kenna nemendum sem hugsu\u00f0u og l\u00e6r\u00f0u \u00e1 svipa\u00f0an h\u00e1tt og hann sj\u00e1lfur.<\/p>\n\n\n\n Vinnustofan var fr\u00e1brug\u00f0in \u00f6\u00f0rum sem \u00e9g s\u00f3tti. \u00cd upphafi fengum vi\u00f0 a\u00f0 sj\u00e1 \u00f6ll verkefnin sem \u00e1tti a\u00f0 leysa og vi\u00f0 \u00e1ttum s\u00ed\u00f0an a\u00f0 vinna okkur \u00ed gegnum \u00feau \u00ed \u00e1kve\u00f0inni r\u00f6\u00f0.<\/p>\n\n\n\n Vi\u00f0 h\u00f3fumst handa vi\u00f0 fyrsta verkefni\u00f0, f\u00f3rum s\u00ed\u00f0an yfir \u00ed \u00fea\u00f0 n\u00e6sta og h\u00e9ldum \u00feannig \u00e1fram. \u00deegar vi\u00f0 vorum byrju\u00f0 \u00e1 \u00feri\u00f0ja verkefninu f\u00f3rum vi\u00f0 a\u00f0 r\u00e6\u00f0a hvort h\u00e6gt v\u00e6ri a\u00f0 sameina einhver \u00feeirra. Vi\u00f0 reyndum \u00fev\u00ed a\u00f0 b\u00faa til lausn sem g\u00e6ti leyst fleiri en eitt verkefni \u00ed einu.<\/p>\n\n\n\n \u00deegar lei\u00f0beinandinn kom a\u00f0 t\u00f6flunni okkar spur\u00f0i hann hva\u00f0 vi\u00f0 v\u00e6rum a\u00f0 gera. Vi\u00f0 \u00fatsk\u00fdr\u00f0um hugmyndina og \u00fe\u00e1 varpa\u00f0i hann fram spurningu sem breytti stefnu vinnunnar: G\u00e6tum vi\u00f0 sameina\u00f0 \u00f6ll verkefnin og b\u00fai\u00f0 til eina lausn sem leysti \u00feau \u00f6ll?<\/p>\n\n\n\n Spurningin kom af sta\u00f0 miklum umr\u00e6\u00f0um \u00ed h\u00f3pnum sem h\u00e9ldu \u00e1fram \u00fear til lei\u00f0beinendurnir st\u00f6\u00f0vu\u00f0u vinnuna \u00ed lok t\u00edmans. Annar h\u00f3pur n\u00e1\u00f0i a\u00f0 b\u00faa til eina lausn sem uppfyllti \u00f6ll skilyr\u00f0i verkefnisins.<\/p>\n<\/div>\n\n\n\n \u00deessi reynsla s\u00fdndi m\u00e9r hversu mikil \u00e1hrif ein vel valin spurning fr\u00e1 kennara getur haft. H\u00fan getur breytt stefnu vinnunnar, skapa\u00f0 innihaldsr\u00edkari samr\u00e6\u00f0ur og hj\u00e1lpa\u00f0 nemendum a\u00f0 d\u00fdpka skilning sinn \u00e1 vi\u00f0fangsefninu.<\/p>\n\n\n\n \u00cd vinnustofunni var einnig fjalla\u00f0 um hvernig nemendur me\u00f0 ADHD upplifa og takast \u00e1 vi\u00f0 \u00f3l\u00edkar n\u00e1msa\u00f0st\u00e6\u00f0ur. \u00c1herslan var ekki a\u00f0eins \u00e1 \u00fe\u00e6r hindranir sem \u00feeir geta m\u00e6tt, heldur einnig \u00e1 styrkleika \u00feeirra og hvernig h\u00e6gt s\u00e9 a\u00f0 n\u00fdta \u00fe\u00e1 \u00ed hugsandi sk\u00f3lastofu. Me\u00f0 r\u00e9ttu skipulagi, \u00e1hugaver\u00f0um \u00e1skorunum og svigr\u00fami til a\u00f0 n\u00e1lgast verkefni \u00e1 \u00f3l\u00edkan h\u00e1tt getur kennarinn skapa\u00f0 a\u00f0st\u00e6\u00f0ur sem au\u00f0velda \u00feessum nemendum a\u00f0 taka virkan \u00fe\u00e1tt og n\u00fdta h\u00e6fileika s\u00edna.<\/p>\n\n\n\n A\u00f0 lokinni s\u00ed\u00f0ustu vinnustofunni f\u00f3rum vi\u00f0 aftur yfir \u00ed Shubert Theatre \u00fear sem Peter Liljedahl flutti lokar\u00e6\u00f0u r\u00e1\u00f0stefnunnar. Hann fjalla\u00f0i um \u00fdmislegt en \u00fea\u00f0 sem vakti mesta athygli m\u00edna var hvernig hann haf\u00f0i endurhugsa\u00f0 \u00fe\u00e1 r\u00f6\u00f0 sem kennarar fylgja vi\u00f0 lestur b\u00f3karinnar A\u00f0 skapa hugsandi sk\u00f3lastofu \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i<\/em> (e. Building Thinking Classrooms in Mathematics) og innlei\u00f0ingu a\u00f0fer\u00f0arinnar. \u00cd sta\u00f0 \u00feess a\u00f0 fylgja k\u00f6flunum \u00ed \u00feeirri r\u00f6\u00f0 sem \u00feeir birtast \u00ed b\u00f3kinni lag\u00f0i hann til n\u00fdja r\u00f6\u00f0un \u00ed fj\u00f3rar verkf\u00e6rakistur.<\/p>\n\n\n <\/p>\n\n\n\n \u00cd fyrstu verkf\u00e6rakistuna lag\u00f0i hann til a\u00f0 settir yr\u00f0u kaflar 1\u20133 \u00e1samt kafla 12. Samkv\u00e6mt ni\u00f0urst\u00f6\u00f0unum sem hann kynnti tengdist efni 12. kafla framf\u00f6rum nemenda me\u00f0 sterkum h\u00e6tti og taldi hann \u00fev\u00ed mikilv\u00e6gt a\u00f0 \u00fea\u00f0 k\u00e6mi strax inn \u00ed fyrstu skref innlei\u00f0ingarinnar. \u00cd tengslum vi\u00f0 kaflann lag\u00f0i hann s\u00e9rstaka \u00e1herslu \u00e1 samvinnu nemenda. Ni\u00f0urst\u00f6\u00f0urnar sem hann s\u00fdndi bentu til \u00feess a\u00f0 aukin f\u00e6rni nemenda \u00ed samvinnu tengdist einnig betri \u00e1rangri \u00feeirra \u00ed einstaklingsbundnum verkefnum og pr\u00f3fum.<\/p>\n\n\n\n \u00cd a\u00f0ra verkf\u00e6rakistuna lag\u00f0i hann til a\u00f0 settir yr\u00f0u kaflar 4\u20139, a\u00f0 7. kafla undanskildum. S\u00e1 kafli fjallar um verkefni \u00fear sem nemendur athuga hva\u00f0 \u00feeir kunna. Peter vildi f\u00e6ra hann \u00ed \u00feri\u00f0ju verkf\u00e6rakistuna \u00fear sem g\u00f6gnin sem hann kynnti bentu til \u00feess a\u00f0 \u00feessi \u00fe\u00e1ttur tengdist framf\u00f6rum nemenda \u00ed einstaklingsbundnum pr\u00f3fum me\u00f0 veikari h\u00e6tti en margir a\u00f0rir \u00fe\u00e6ttir a\u00f0fer\u00f0arinnar.<\/p>\n\n\n\n \u00deri\u00f0ja verkf\u00e6rakistan samanstendur \u00fev\u00ed af k\u00f6flum 7, 10 og 11. \u00cd fj\u00f3r\u00f0u og s\u00ed\u00f0ustu verkf\u00e6rakistunni eru s\u00ed\u00f0an kaflar 13 og 14. Me\u00f0 \u00feessari r\u00f6\u00f0un f\u00e6rast \u00feeir \u00fe\u00e6ttir sem ni\u00f0urst\u00f6\u00f0urnar s\u00fdndu a\u00f0 tengdust hva\u00f0 sterkast framf\u00f6rum nemenda framar \u00ed innlei\u00f0ingarferli\u00f0.<\/p>\n<\/div>\n\n\n\n \u00deessi n\u00fdja r\u00f6\u00f0un verkf\u00e6rakistanna var \u00fea\u00f0 sem sat helst eftir hj\u00e1 m\u00e9r \u00far lokar\u00e6\u00f0unni. H\u00fan var\u00f0 til \u00feess a\u00f0 \u00e9g las b\u00f3kina aftur um sumari\u00f0 og fylgdi \u00fe\u00e1 \u00feeirri r\u00f6\u00f0 sem Peter lag\u00f0i til. Seinni lesturinn gaf \u00feeim fyrri ekkert eftir og hj\u00e1lpa\u00f0i m\u00e9r a\u00f0 sj\u00e1 innihald b\u00f3karinnar og innlei\u00f0ingu a\u00f0fer\u00f0arinnar fr\u00e1 n\u00fdju sj\u00f3narhorni.<\/p>\n\n\n\n R\u00e1\u00f0stefnan st\u00f3\u00f0 yfir \u00ed tvo daga en einnig var h\u00e6gt a\u00f0 taka \u00fe\u00e1tt \u00ed vi\u00f0b\u00f3tarn\u00e1mskei\u00f0i \u00e1\u00f0ur en h\u00fan h\u00f3fst. \u00c9g \u00e1kva\u00f0 a\u00f0 sleppa \u00fev\u00ed a\u00f0 \u00feessu sinni. \u00de\u00f3tt r\u00e1\u00f0stefnan hafi veri\u00f0 fremur l\u00edtil \u00e1 bandar\u00edskan m\u00e6likvar\u00f0a var dagskr\u00e1in engu a\u00f0 s\u00ed\u00f0ur umfangsmikil og \u00farval fyrirlestra og vinnustofa svo fj\u00f6lbreytt a\u00f0 oft var erfitt a\u00f0 velja \u00e1 milli \u00feeirra.\u00a0<\/p>\n\n\n\n \u00dar flestum vinnustofunum gat \u00e9g teki\u00f0 me\u00f0 m\u00e9r einhvern l\u00e6rd\u00f3m. Sumar \u00feeirra g\u00e1fu m\u00e9r hugmyndir sem \u00e9g \u00e6tla a\u00f0 pr\u00f3fa \u00ed einst\u00f6kum kennslustundum en anna\u00f0 mun n\u00fdtast m\u00e9r n\u00e1nast daglega \u00ed kennslunni. \u00c9g f\u00f3r \u00e1 r\u00e1\u00f0stefnuna me\u00f0 \u00e1kve\u00f0nar spurningar og vi\u00f0fangsefni sem \u00e9g vildi kynna m\u00e9r betur og f\u00e9kk t\u00e6kif\u00e6ri til \u00feess. \u00dea\u00f0 kom m\u00e9r \u00fe\u00f3 \u00e1 \u00f3vart a\u00f0 sumar hugmyndir sem v\u00f6ktu ekki s\u00e9rstaka athygli m\u00edna \u00ed fyrstu reyndust a\u00f0 lokum eftirminnilegri en sum \u00feeirra atri\u00f0a sem \u00e9g haf\u00f0i s\u00e9rstaklega \u00e6tla\u00f0 m\u00e9r a\u00f0 sko\u00f0a.<\/p>\n\n\n\n Fyrir kennara sem n\u00fdta a\u00f0fer\u00f0ir hugsandi sk\u00f3lastofu og vilja f\u00e1 fj\u00f6lbreyttar hugmyndir og inns\u00fdn \u00e1 stuttum t\u00edma er \u00feessi r\u00e1\u00f0stefna mj\u00f6g g\u00f3\u00f0ur kostur. N\u00e6sta r\u00e1\u00f0stefna ver\u00f0ur haldin \u00ed Franklin \u00ed Indiana og sn\u00fdr \u00fev\u00ed aftur til fylkisins \u00fear sem fyrstu r\u00e1\u00f0stefnurnar f\u00f3ru fram. \u00c9g m\u00e6li me\u00f0 a\u00f0 \u00feeir sem hafa \u00e1huga \u00e1 a\u00f0 kafa d\u00fdpra og l\u00e6ra fj\u00f6lbreyttar lei\u00f0ir til \u00feess a\u00f0 n\u00fdta \u00feessa kennslua\u00f0fer\u00f0 taki \u00fe\u00e1tt \u00ed svona r\u00e1\u00f0stefnu.<\/p>\n\n\n\n J\u00f3hann \u00de\u00f3r Eir\u00edksson, kennari vi\u00f0 Grundask\u00f3la, Akranesi<\/em><\/strong><\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":" J\u00f3hann \u00de\u00f3r Eir\u00edksson. R\u00e1\u00f0stefnan \u00ed New Haven R\u00e1\u00f0stefnan, A\u00f0 skapa hugsandi sk\u00f3lastofu \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i (e. Building Thinking Classrooms Conference 2026), sem \u00e9g s\u00f3tti \u00ed sumar, var haldin \u00ed New Haven \u00ed Connecticut-fylki \u00ed Bandar\u00edkjunum. Til a\u00f0 sta\u00f0setja borgina m\u00e1 nefna a\u00f0 h\u00fan er um 80 m\u00edlur nor\u00f0austur af New York-borg. New Haven er lifandi hafnarborg…<\/p>\n","protected":false},"author":1,"featured_media":7346,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[267,141,269,44,76,268,266,21,14],"class_list":["post-7304","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-ad-skapa-hugsandi-skolastofu","tag-btc","tag-building-thinking-classroom","tag-endurmenntun","tag-hugsandi-skolastofa","tag-johann-thor-eiriksson","tag-radstefna-i-new-haven","tag-staerdfraedi","tag-staerdfraedikennsla"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/7304","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=7304"}],"version-history":[{"count":31,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/7304\/revisions"}],"predecessor-version":[{"id":7347,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/7304\/revisions\/7347"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/7346"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=7304"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=7304"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=7304"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/newhaven.jpg\")
<\/figure>\n<\/div>\n<\/div>\n\n\n\nAf hverju \u00e9g s\u00f3tti r\u00e1\u00f0stefnuna<\/strong><\/h1>\n\n\n\n
Opnun r\u00e1\u00f0stefnunnar<\/strong><\/h1>\n\n\n\n
Vinnustofurnar<\/strong><\/h1>\n\n\n\n
A\u00f0 lj\u00faka kennslustundinni: Vinna nemenda \u00ed mi\u00f0punkti umr\u00e6\u00f0unnar<\/strong><\/h2>\n\n\n\n
![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/skipulagsblad-1024x754.png\")
<\/figure>\n\n\n\n![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/Skipulags2-1024x584.png\")
<\/figure>\n\n\n\n![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/skipulags3-1024x745-1.png\")
<\/figure>\n\n\n\nA\u00f0 kafa ofan \u00ed fr\u00e1dr\u00e1ttinn: Tengingar milli \u00f3l\u00edkra framsetninga \u00ed hugsandi sk\u00f3lastofu<\/strong><\/h2>\n\n\n\n
![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/glosaradstefna-587x1024.jpeg\")
<\/figure>\n<\/div>\n\n\n\n![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/almennbrottimi-830x1024.jpeg\")
<\/figure>\n\n\n\n
\u00c1 fyrri myndinni eru gl\u00f3sur \u00far vinnustofunni
sem s\u00ed\u00f0an \u00fer\u00f3u\u00f0ust \u00fat \u00ed
raunverulega kennslustund
me\u00f0 almennum brotum.<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\nMinni a\u00f0sto\u00f0, meiri hugsun: A\u00f0ger\u00f0ir kennara sem efla sj\u00e1lfstraust nemenda \u00ed lausnaleit<\/strong><\/h2>\n\n\n\n
A\u00f0 koma hugsuninni af sta\u00f0: Verkefni \u00ed hugsandi sk\u00f3lastofu<\/strong><\/h2>\n\n\n\n
A\u00f0 skapa hugsandi sk\u00f3lastofu \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i: Samskipti, samvinna og \u00edgrundun<\/strong><\/h2>\n\n\n\n
BTC og ADHD: A\u00f0 skapa hugsandi sk\u00f3lastofu fyrir nemendur eins og mig<\/strong><\/h2>\n\n\n\n
![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/verkefnitima-1024x533.jpeg\")
![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/lausntimaverkefni-1024x512.jpeg\")
Lokar\u00e6\u00f0a Peter Liljedahl: N\u00fd r\u00f6\u00f0un verkf\u00e6rakistanna<\/strong><\/h1>\n\n\n\n
![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/lokaraeada-1024x674.jpeg\")
<\/figure>\n<\/div>\n\n\n![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/10\/Screenshot-2026-10-26-at-12.23.05-774x1024.png\")
<\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\nA\u00f0 r\u00e1\u00f0stefnu lokinni<\/strong><\/h1>\n\n\n\n
\n\n\n\n![\"\"](\"https:\/\/flatarmal.is\/wp-content\/uploads\/2026\/04\/myndflotur.png\")
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