present bernicemccarthy
TRANSCRIPT
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Bienvenidos al modelo 4MAT:8 pasos para planificar una enseanza
ms dinmica y atractiva
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Bernice McCarthy Ph. D
Universidad Northwestern
Principal campo de inters:Cmo aprenden las personas
Lo que creo:
Las personas se aproximan al aprendizaje de manerasdiferentes.
Estas diferencias son profundas.
El aprendizaje es un ciclo natural que abarca estas
diferencias.
La clave del crecimiento es entender cmo funciona este ciclo.
La habilidad de aprendizaje alta pasa por este ciclo fcilmente.
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ObjetivosLos participantes:
Se volvern ms conscientes de su propia preferencia de
aprendizaje,
Fortalecern el entendimiento de la base terica del Ciclo de
Aprendizaje 4MAT,
Se familiarizarn ms con la relacin entre la neurociencia
actual y el Ciclo de Aprendizaje 4MAT,
Examinarn el proceso de creacin de una planificacin
pedaggica 4MAT.
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La pregunta esencial para esta hora
Es el Ciclo 4MAT un marco para el propioproceso de aprendizaje?
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Mientras todos los estudiantes necesitan abordar cada una de las
formas de aprendizaje, la mayora favorece un tipo.
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Tipo Uno: AprendicesImaginativos
Sintiendo y Reflexionando,
buscando asociacionespersonales, significado y
envolvimiento.
Pregunta Clave:POR QU?
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Tipo Dos: AprendicesAnalticos
Reflexionando y pensando:buscando hechos,
pensando a travs deideas, aprendiendo lo que
piensan los expertos.
Pregunta Clave:QU?
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Tipo Tres: Aprendices deSentido Comn
Pensando y haciendo,experimentando,
construyendo,practicando, creando
usabilidad, intentandoreparar.
Pregunta Clave:CMO?
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Tipo Cuatro:Aprendices Dinmicos
Haciendo y sintiendo.Buscando posibilidades
escondidas, aprendiendopor ensayo y error, auto
descubrimiento.
Pregunta Clave:Y SI?
4MAT ayuda a los profesores a desarrollar estas cuatro
capacidades de aprendizaje.
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Cul crees que es tu estilo de aprendizaje?
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Tipo Uno: Aprendices Imaginativos
Sientiendo y reflexionando, buscandoasociaciones personales, significado y
envolvimiento.
Pregunta Clave:POR QU?
Tipo Dos: Aprendices Analticos
Reflexionando y pensando: buscandohechos, pensando a travs de ideas,aprendiendo lo que piensan los
expertos.
Pregunta Clave:QU?
Tipo Tres: Aprendices de SentidoComn
Pensando y haciendo.Experimentando, construyendo,
practicando, creando usabilidad,intentando reparar.
Pregunta Clave:CMO?
Tipo Cuatro: AprendicesDinmicos
Haciendo y sintiendo.
Buscando posibilidadesescondidas, aprendiendo porensayo y error, autodescubrimiento.
Pregunta Clave:
Y SI?
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Sintiendo
Tipo UnoFoco: personasHabilidad:
empata(escuchar,compartir)
Pensando
Actuando Reflexionando
Tipo DosFoco: ideasHabilidad:
anlisis(criticar)
Tipo TresFoco: trabajabilidadHabilidad: hacer las
cosas(descifrar cmofuncionan)
Tipo Cuatro:Foco:posibilidades
Habilidad: influir(Ir ms all de loexigido)
Esto es en lo que se centran los diferentes estilos de aprendizaje,sus habilidades y comodidades.
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Piensa en cun natural es para ti recorrer este ciclo.Lo haces todo el tiempo.
Tipo UnoFoco: personas
Sientiendo
Pensando
Actuando ReflexionandoTipo Dos
Foco: ideasTipo Tres
Foco: trabajabilidad
Tipo CuatroFoco: posibilidades
Desde tu foco en las personas
(De verdad quiso decir eso?)
A las ideas
(Ser esto cierto?)A probar algo
(Me funcionar?)
A las posibilidades
(Oh! No saba quepoda hacer eso!)
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Este ciclo es como se realiza todo aprendizaje.
Es por eso que planificar la enseanza para
viajar por el Ciclo del Aprendizaje 4MAT es tan
potente.
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Todos los aprendices necesitan abordar todaslas formas de aprendizaje
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Son estas diferencias slo
individuales?
Se aplican a profesiones,a tipos de trabajos e incluso aplanes de estudio?
Favorecen algunas profesiones,trabajos o planes de estudioslo uno o dos de los cuadrantes?
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13%
48%26%
13%
Majors MBAN = 38
Enfermeros de la Salud PblicaN = 108
17%
44%
19%
12%
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Estudiantes de IngenieraN = 55
6%
33%54%
7%
Formadores en
Creatividad, CCL.N = 24
56%
21%
10%
13%
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Aplicadores de la LeyN = 99
8%
16%66%
10% 12% 14%
54% 20%
Funcionarios PenitenciariosN = 2,786
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Profesores de media(secundaria)
17%
26%
21%
36%
Profesores de Bsica(primaria)
35%
23%
17%
25%
Profesores de la educacin escolar
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Datos de comparacin de estudiantes
stos son los datos de comparacin con los estudiantes de secundaria.
Observa la coincidencia de los resultados.
Observa los nmeros del cuadrante 2, donde las ctedras son la estrategia favorecida.
West Fargo HS, NDMoanaloa HS,Hawaii
Madison HS,Tennessee
52%21%
9%18%
42%26%
12%20%16%
43%
13%
28%
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Dos
Escuela Secundaria Moanaloa, Honolulu110 Profesores, 1900 Estudiantes
18%
Unos
DosTres
Cuatros
27% 21%
34%
Profesores
= 52%
= 48%
42%
Unos
Tres
Cuatros
26%
20% 12%
Estudiantes
= 32%
= 68%
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Qu ramificaciones se obtienen de esteestudio?
Cmo se relacionan estos resultados con lasestrategias y tcnicas de enseanza?
Podra ser...
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Posibles implicancias para la pedagoga
Una Subestimacin de la necesidad de losalumnos de saber el por qu? de su aprendizaje.
Los profesores necesitan conectar a los aprendicescon sus propias experiencias y conceptos parapoder ensearles.
Un Desajuste en las exposiciones de clases? Los
profesores necesitan usar medios alternativos paraentregar los contenidos.Es decir, Internet, clases invertidas (flipped classes) e
interactivas.
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La necesidad de diferenciarla enseanza,planificar la prctica de maneras mltiples paraque todos los estudiantes aprendan de lascuatro maneras, abarcando el Ciclo de
Aprendizaje completo.
Ms opciones, que son adaptaciones dedesempeo, que requieren la innovacin y la
originalidad de los estudiantes para lograrresultados de aprendizaje ms altos.
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Ve si puedes emparejar los smboloscon los estilos de aprendizaje.
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Tipo Uno: Aprendices Imaginativos
Sientiendo y reflexionando, buscandoasociaciones personales, significado yenvolvimiento.
Pregunta Clave:POR QU?
Tipo Dos: Aprendices Analticos
Reflexionando y pensando: buscandohechos, pensando a travs de ideas,aprendiendo lo que piensan los expertos.
Pregunta Clave:QU?
Tipo Tres: Aprendices de SentidoComn
Pensando y haciendo. Experimentando,construyendo, practicando, creandousabilidad, intentando reparar.
Pregunta Clave:CMO?
Tipo Cuatro: AprendicesDinmicos
Haciendo y sintiendo.Buscando posibilidades escondidas,
aprendiendo por ensayo y error, autodescubrimiento.
Pregunta Clave:Y SI?
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Los Unos: personas personas
Los Dos: conocimientos/ hechospersonas
Los Tres: acciones realizablespersonas
Los Cuatros: ir ms all de lo exigido
personas
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Carl Jung y la individuacin
Jean Piaget en la teora constructivistadel aprendizaje
John Dewey en sus teorastransaccionales del cocimiento y la
experienciaDavid Kolb en la teora del aprendizajeexperiencial
Los estilos de Aprendizaje 4MAT estn basados en lasteoras de:
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Cmo percibimos
Desde el Sentimiento
Al Pensamiento
Experiencia
onceptualizacinPercepcin
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2
1
3
4
Cognitivo (Basado en el
Contenido)
Ideas
Arraigadas en el Contenido
Arraigado en las Vidas
de los Aprendices Experiencial (Basado en el Valor)
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HastaReflexionarDesdeActuar
Cmo Procesamos
ccin Reflexin
Procesamiento
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Reflexivo (Interior) contra Activo (Mundo Real)
Meditando
Entrando
Aplicacin en
el Mundo Real
Saliendo
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Sintiendo
Reflexionando
Pensando
Actuando
Cuatro aproximaciones para el aprendizaje
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Experimentando(sintiendo)
Acuando(haciendo)
Reflexionando
(mirando)
Conceptualizando(pensando)
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Experimentando(sintiendo)
Acuando(haciendo)
Reflexionando(mirando)
Conceptualizando(pensando)
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Experimentando(sintiendo)
Acuando(haciendo)
Reflexionando
(mirando)
Conceptualizando(pensando)
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Experimentando(sintiendo)
Acuando(haciendo)
Reflexionando(mirando)
Conceptualizando(pensando)
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Experimentando(sintiendo)
Acuando(haciendo)
Reflexionando
(mirando)
Conceptualizando(pensando)
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Experimentando
Interaccin aprendices/ Profesores
MTODO DEDISCUSIN
Reflexionando
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Reflexionando
Profesores actuando
MTODOINFORMACIONALConceptualizando
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Actuando
Aprendices reaccionando
MTODO DE EN-TRENAMIENTO
Conceptualizando
E i t d
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Experimentando
Interaccinaprendices/ Profesores
MTODO DE AUTO DESCUBRIMIENTO
Actuando
Evaluacin
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El Ciclo mismo es el procesode aprendizaje.
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E i t d ( i ti d )
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Y si? Por qu?
Cmo? Qu?
Experimentando (sintiendo)
Actuando(haciendo)
Reflexionando(mirando)
Conceptualizando (pensando)
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Agregando estas
cuatro palabras clave,he hecho dos cosas:
Cre un sistema que
peda a los profesoresprocesar a travs delCiclo para planificarlo.
Y si? Por qu?
Cmo? Qu?
Experimentando (sintiendo)
Actuando(haciendo)
Reflexionando(mirando)
Conceptualizando (pensando)
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Ella tendra que preguntar:
Por qu estoy enseandoesto?Qu estoy exactamenteenseando?
Cmo puedo planificarla prctica para que todoslos estudiantes lo dominen?y
Si tengo xito, qusern capaces de hacerque ahora no pueden?
Y si? Por qu?
Cmo? Qu?
Experimentando (sintiendo)
Actuando(haciendo)
Reflexio-nando (mi-rando)
Conceptualizando (pensando)
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Martin Luther King, Steve Jobs y los hermanos Wrightpueden tener poco en comn, pero todos empezaronconPor qu?
Justo lo opuesto de lo que hace el resto.
La mayora de las personas empieza conQu?
Simon Sinek y su Crculo Dorado (Golden Circle),
2011
En segundo lugar nos
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En segundo lugar, noshabamos movido desdeuna planificacin
pedaggica simple a unasunto curricular msespinoso.
Por qu nuestrosestudiantes necesitansaber este contenido enparticular?Cmo podemosseleccionar qu esimportante que sepan eneste siglo 21?
Y si? Por qu?
Cmo? Qu?
Experimentando (sintiendo)
Actuando(haciendo)
Reflexio-nando (mi-rando)
Conceptualizando (pensando)
Cmo deberamos
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Cmo deberamosensearlo? Libros,iPads o qu?
Y cules son lasposibilidades de aplicarlos aprendizajes en el
mundo real en estasociedad rpidamentecambiante?
Definitivamente,preguntas mucho msdifciles.
Y si? Por qu?
Cmo? Qu?
Experimentando (sintiendo)
Actuando(haciendo)
Reflexio-nando (mi-rando)
Conceptualizando (pensando)
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Simplemente recorre el crculo
1. Crea una razn
2. Ensaselas
3. Djalos intentarla4. Djales agregarle valor y usarla en sus vidas
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La investigacin cerebral actual en el aprendizaje
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La investigacin cerebral actual en el aprendizaje
es significativa:
La teora del aprendizaje y el procesamiento
cerebral estn estrechamente conectados.
El Ciclo de Aprendizaje 4MAT est diseado para
ambos.
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El Modo Izquierdo
Opera con el anlisis
Usa el lenguaje
Abstrae la experiencia
Tiene sentido numrico
Es secuencial
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El Modo Derecho
Opera fuera del ser
Comprende imgenes
Busca patrones
Crea metforas
Es simultneo
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El pensamiento rpido,originando impresiones y
sentimientos sin esfuerzo,viviendo la mayora de nuestrasvidas guiados por ellos.
El pensamiento lento, regulandonuestro autocontrol, entrando enfuncin cuando debemos poneratencin. 2011
Ganador del Premio Nobel de Economa 2002
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Hemisferio Derecho:Guarda modelos de trabajo sobre cmo funciona el mundo,media la conciencia intrnseca,media la empata y cmo se sienten los dems.
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Usa el Lenguaje y las Imgenes
El Lenguaje es secundario.
Usamos el lenguaje paradescribir nuestras imgenes
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No hay un mximo aparente en el nmero deimgenes que se pueden recordar!
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Lo que nos dan las imgenes
Relaciones
Material bruto para el lenguaje
Categoras
Memoria
Historias
Cmo deberan usar este poder los profesores?
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Cmo deberan usar este poder los profesores?
Entregar imgenes a los alumnos para mejorar el entendimient
Pedir a los estudiantes que nos den imgenes:
- Para mostrarnos lo
que han aprendido
- Para ayudarles adescifrar lo que
significan
Modo Derecho: experiencial imgenes grandes ideas
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Modo Derecho: experiencial, imgenes, grandes ideas,sntesis
Modo Izquierdo: estructurado, verbal, lineal, anlisis
Agregu los modos de procesamiento derecho eizquierdo a cada uno de los cuatro cuadrantes, paramover el aprendizaje tanto a travs de la sntesis comodel anlisis.
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En lugar de SAT, los colegios estn dando tareas como:
Escriba una narracin sobre Las confesiones de un matn
de secundaria, o
En su equipo creen un robot de Lego, o
Escriba un texto a una caricatura dada.
Estos mtodos imaginativos han sido dos
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g
veces ms exitosos prediciendo el xito
futuro.
Ver el mundo es hacer un mapa del mundo
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Ver el mundo es hacer un mapa del mundo.
La disposicin fsica de las neuronas que se activan
cuando vemos un objeto es un mapa de la estructurafsica del objeto mismo.
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El objeto de extraa apariencia a la izquierda de
la prxima lamina en un trozo real de la corteza
visual del cerebro de un mono.
Los puntos oscuros muestran dnde las neuronas
han sido activadas.
Se trata de grupos de neuronas que se activaron
cuando el mono mir la imagen de una media
rueda a la derecha.
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Experimentando
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Mtodo de
Discusin
Mtodo de
Informacin
Mtodo de Auto
descubrimiento
Mtodo de
Entrenamiento
Profesor/ Entrenador interactuando
con el Aprendiz
Aprendiz interactuando con
el profesor/ EntrenadorMirandoHaciendo
Conceptualizando
Parte creativa de laEnseanza/ Entrenamiento
Parte intelectual y organizacional
de la Enseanza/ Entrenamiento
PROFESOR/ENTRENADORMS ACTIVO
APRENDIZMS
ACTIVO
Sentir
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Derecha
DerechaDerecha
Derecha
IzquierdaIzquierda
IzquierdaIzquierda
Sentir
Hacer Mirar
Pensar
Dibuja esta rueda 4MAT en un pedazo de papel.
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Dibuja esta rueda 4MAT en un pedazo de papel.
derechaderecha
izquierdaizquierda
derechaderecha
izquierdaizquierda
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El Concepto
Experimentado
Actividad experiencial?
CONECTAR
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La Experiencia Compartiday Discutida
DISCUSIN DE LA EXPERIENCIA?
PONERATENCIN
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El Conceptohecho Imagen
Representacin no verbal del concepto?
IMAGEN
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El Concepto Enseado
Entrega del contenido, interactivo a veces?
INFORMAR
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El Concepto puesto
en Prctica
Actividades prcticas mltiples?
PRCTICA
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El Concepto Extendido
Extender el requerimiento deaprendizaje hacia la utilidad personal?
EXTENDER
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La Extensin Refinada
Modificaciones orientadas con rbricas, pulido con elprofesor y con recursos de colaboracin entre los
estudiantes?
REFINAR
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El Aprendizaje llevado a cabo
Pedir a los alumnos usar el aprendizaje en lavida real, quizs incluso expandido al saber de
una comunidad ms grande?
EJECUTAR
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IMAGEN
INFORMAR
PONERATENCIN
CONECTAREJECUTAR
REFINAR
EXTENDER
PRCTICA
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Conector
Pensador(reflexin)
Pulidor
Ejecutor
Crtico
Experimentador/hacedor
Prctico
Ilustradorde Ideas
Entendedor
Los roles del aprendizpara una evaluacin
equilibrada
El Cerebro y el Ciclo: hallazgo de 2002
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El Cerebro y el Ciclo: hallazgo de 2002(Zull)
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Superposicin delos estilos-ciclos
Comprobacin activa
Hiptesisabstractas
Experienciaconcreta
Observacin
reflexiva
Superposicin de
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Superposicin delos estilos-ciclos
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Sin la biologa, el ciclo del aprendizaje es
terico.
Con la biologa, vemos que el cerebro esten realidad hecho de este modo.
James Zull, 2002
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Cosas que puedes hacer maana
Mantener la conciencia de tu estilo de aprendizaje
preferido.
Piensa en alguien cercano a ti cuyo estilo seadiferente al tuyo y pasa unos minutos
considerando cmo puedes ver desde superspectiva.
Nota las partes de este ciclo natural que usas con
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p q
ms frecuencia. Fjate en las partes que usas a
menudo; son tus claves para el crecimiento.Agrega ms imgenes a tu enseanza/
entrenamiento.
Decide lo que quieres que los aprendices hagan
con el aprendizaje y disctelo con tus estudiantes.
Considera recorrer el ciclo del aprendizaje cuando
te comuniques con otros.
w
El Modelo 4MAT CompletoEl Aprendiz
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4MATReview
El Instructor
creasignificado yfascinacin
El Instructordesarrolla losconceptosclave y elconocimiento
El Aprendizdomina las
habilidades yaplica el
aprendizaje
El aprendiz
adapta elaprendizaje de
una maneracreativa
Empieza con el significado personal
Se intriga
Lo compara con lo
que ya sabe
Crea una imagen
mental
Investiga fcil y
naturalmente
Busca hechos y conocimientoDesarrolla habilidades
Prueba teoras
Aplica e interpreta
Establece significacin
en el mundo real
Ejecuta sus habilidades
Internaliza el aprendizaje
Una vez entregado todo el rango de estrategias pedaggicas, todos estos
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estudiantes pueden ser aprendices exitosos por igual. La diferencia est en
los tipos de acciones que pedimos hacer a los estudiantes y los mtodos
que usamos para evaluarlos.
Una enseanza bien acabada debera atravesar el ciclo completo desde
Cuadrante 1: significado personal, a
Cuadrante 2: lecturas y reflexiones de los estudiantes, a
Cuadrante 3: resolucin de problemas de la vida real de los estudiantes, a
Cuadrante 4: adaptacin y transferencia de los estudiantes
Todos los estudiantes necesitan recorrer todo el ciclo del aprendizaje.
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Cuando sea que presentemos a los estudiantes estas ideas y
descubrimientos, ellos empiezan a trabajar ms regularmente en
todos los cuadrantes.
Se dan cuenta de que, independiente de su estilo, las personas
deberan ganar experticia en las cuatro funciones:
creando conexiones significativas para el aprendizaje,
descubriendo los conceptos ms esenciales,
aplicando el aprendizaje en circunstancias de la vida real y
adaptando el aprendizaje en nuestras vidas.
Estos cuadrantes son tambin cruciales en la formacin en gestin
para equipos de direccin, mejorando las habilidades de liderazgo y
creando culturas ms innovadoras y adaptativas.
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En la Academia Madison en Madison, Tennessee, el director y los
profesores sugirieron que sus alumnos tomaran el estudio Preferencias
de Aprendizaje para Estudiantes 4MAT (SLP) para adquirir conciencia de
sus formas preferidas de abordar al aprendizaje.
Setenta y nueve alumnos formaron parte.
La Academia Madison est ubicada en un suburbio de Nashville,
Tennessee y es un colegio adventista.
Datos de la Academia Madison. N = 79 Estudiantes
-
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43%
28%
16% 13%
Agrupados por estilo de aprendizaje
Datos de la Academia MadisonLas Pruebas de Desarrollo Educacional de Iowa (ITED) comparadas con los cuatro grupos de estudiantes
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de los estilos de aprendizaje.
Los Unos son azules, los Dos son rojos, los Tres son verdes y los Cuatros son morados. Son los Tipo
Dos ms inteligentes? Si no, cul es la variable ac?
Comparando los promedios ITED con los Estilos deAprendizaje
Datos de la Academia MadisonPromedio de Notas por Estilo de Aprendizaje
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Academia Madison (n=79)
Promedio de Notas por Estilo de Aprendizaje
Datos de la Academia MadisonPuntos de Asistencia (sin justificacin) por Estilo
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97/98
Academia Madison (n=79)
Puntos de Asistencia (sin justificacin) por Estilo
TU = atrasos injustificados AU = ausencias injustificadas
El cuadro vale como mil palabras. A los Aprendices Dos les gusta el colegio.
Datos de la Academia MadisonPorcentaje de Incidentes Disciplinarios por Estilo de Aprendizaje
-
8/13/2019 Present Bernicemccarthy
98/98
Academia Madison
Porcentaje de Incidentes Disciplinarios por Estilo de Aprendizaje
1er semestre, 2010 No se diga nada ms!