Učiti drugačije

 

Učili smo da sabiramo do 10 tako što nam je nastavnik ispisao kako je 5+5=10. Učili smo odgovore na pitanja iz nekih lekcija engleskog jezika napamet i više se ne sećamo nijedne od tih istih lekcija. Učili smo tačan broj ovaca na pašnjacima naših planina po godinama. Učili smo šta je Napoleon osvojio, gde je otišao, šta je rekao. Čitali smo „Zločin i kaznu“ da bismo pročitali knjigu koja spada u nekakvu obaveznu lektiru. Jedino nismo naučili – kako da učimo.

 

 

    A moglo je i ovako: „Deco, hajde da svako za sebe napiše na koji način možemo doći do broja 10 koristeći računsku operaciju – sabiranje, pa ćemo da vidimo šta smo sve našli kao odgovor“; ili „We've just read about Alexander Graham Bell. What do you think what people were talking about in their first phone calls at that time?“; ili „Deco, gde ste sve viđali stada ovaca kad ste putovali po Srbiji?“; ili „Hajde da sada svako izabere po jednu Napoleonovu bitku, smisli neku priču u vezi s njom i ispriča je ostalima“; ili „Zločin i kaznu ćemo analizirati na taj način što ćemo praviti sudnicu. Po grupama ćete dobiti likove, koje treba da predstavljate ili zastupate“.

Naš obrazovni sistem, generalno, zahteva da se usvoji velika količina informacija, ali ne stavlja akcenat na njihovo razumevanje, svrsishodnost, smeštanje u neki logički okvir i povezivanje sa drugim činjenicama (to se nekako prećutno podrazumeva, zar ne?). Dakle, nisu ni naši nastavnici krivi. Da se razumemo, i oni su tako naučeni. Ali hajde da im olakšamo uz (proverene) korisne savete i sugestije kako da proces učenja bude i zabavniji i efikasniji, naravno.

 

Metaučenje

Stavite vaše učenike u situaciju da razmišljaju o tome na koji način uče i koliko je taj način efikasan. Treba li ga menjati? Treba li ga podsticati? Ali kao što treba da sagledaju sopstveni proces učenja, tako im treba naglasiti i kojim izborom sadržaja i načinom rada se vi služite na času i koju korist to njima obezbeđuje.

Razmena u paru ili u grupi – Organizujte aktivnosti učenja i analize učenja u manjim grupama ili u parovima, kako bi učenici mogli da razmenjuju ideje i stavove, upoređuju ih međusobno i diskutuju o individualnoj ostvarenosti ciljeva učenja.

 

Lične teorije

Započnite proces učenja, kad god vam prilika to dozvoljava, nekim ličnim shvatanjima ili saznanjima, makar ona bila i u vidu predrasude. Time već u samoj najavi nove lekcije stavljate do znanja učenicima da u sopstvenom iskustvu imaju nekog prethodnog dodira sa temom i da im je bar jednim svojim praktičnim delom već poznata.

Postavljanje pitanja – Bilo da je u pitanju kraj aktivnosti, kada je potrebno analizirati proces učenja kroz koji se prošlo, bilo da ste u sred obrade gradiva, postavljajte pitanja učenicima, kako bi aktivno učestvovali u obradi gradiva, ali i osvestili sopstveni proces učenja: Zašto ovo učimo? Kako to učimo? Šta smo na ovaj način naučili? Šta vam je bilo najlakše u procesu učenja? Šta vam je bilo najteže i zašto? Šta se promenilo u vašem shvatanju sa početka ove lekcije? Šta smatrate kao najkorisnije u ovoj lekciji?

 

Različiti stilovi učenja

U prošlom broju smo pominjali da postoje različiti stilovi učenja kod ljudi. Različiti autori govore o različitim stilovima. Mi smo pominjali podelu na auditivni, vizuelni i kinestetički tip. Ukažite svojim učenicima na to da pripadaju nekom od ova tri tipa (ili kombinaciji dva tipa), i da, u skladu sa tim, mogu koristiti određene tehnike radi efikasnijeg učenja. Takođe, u svojoj nastavi koristite različita sredstva, kako bi nastava bila prilagođena svim tipovima učenika (klasična predavanja, pogađate, ne odgovaraju najbolje onim učenicima koji su vizuelni ili kinestetički tip).

 

Različite tehnike i metode učenja

U skladu sa prethodnim, koristite različite metode i tehnike učenja u svom radu, ali i „obučite“ svoje učenike da iste koriste kada su „prepušteni sami sebi“. Naravno, ne mogu se sve metode i tehnike primeniti na svaku vrstu gradiva, ili individualno i grupno učenje, ali njihova kombinacija i raznovrsnost dovešće do boljeg učinka. Dajemo nekoliko ideja, a vi uvek možete smisliti i neke potpuno nove.

 

Brainstorming

Učenici individualno ili u grupama predlažu što više ideja ili daju što više odgovora na neko pitanje ili zadatak. Ova metoda se primenjuje onda kada ne postoji samo jedan tačan odgovor, odnosno kada (uglavnom) ne postoje pogrešni odgovori. Dakle, ovde je u fokusu kvantitet, a ne kvalitet.

 

 

Pravljenje grafikona/mapa

Ključne ideje, postupci i informacije se vizuelno označavaju, međusobno povezuju i analiziraju. Na taj način se ne samo lepše i organizovanije predstavlja gradivo (koje je moguće na ovaj način predstaviti), već se i podstiče vizuelno pamćenje i učenje.

Igranje uloga – Učenici igraju dodeljene ili osmišljene uloge prema vlastitom scenariju i u zamišljenoj situaciji primenjuju određeno realno ponašanje. Kinestetičari će biti oduševljeni, a svakako će i svi ostali pomisliti da bi mogli češće da uče na ovaj način, bar na času.

 

Asocijacije

Asocijacije možete da organizujete po uzoru na kviz „Slagalica“ ili učenici mogu na drugi način – slikama, pokretima, rečima ili nekako drugačije – iznositi asocijacije na određenu temu, zadatak, pojam. Ovo se može primeniti na manje nastavne jedinice, na proveru znanja ili rezimiranje, ili na nekom višem nivou. U zavisnosti na koji način organizujete ovu metodu, možete uključiti različite tipove učenika.

 

Mentorstvo

Učenike možete upariti na taj način što jedan od njih ima više znanja, iskustva ili veštine u vezi sa datom problematikom, te će pomagati onom drugom u sticanju istih. Naravno, kako ne bismo proizveli negativan efekat, valjalo bi organizovati i obrnutu situaciju, bilo da drugi učenik zaista ume/zna o drugoj temi više od prvog, bilo da mu dodelimo unapred neki zadatak koji će preneti svom mentoru iz prethodnog zadatka.

 

Negativno je pozitivno

Pokažite svojim učenicima da nije toliko loše pogrešiti, već se na to može gledati kao na priliku za poboljšanje i učenje na osnovu grešaka. Na taj način, stavljate im do znanja da je to izazov i odlična prilika za učenje. Takođe, negujte atmosferu slobodnog izražavanja stavova i razmišljanja. Neka su i pogrešna, ali vode ka pozitivnom ishodu.

Ne želimo da verujemo da bi nekim nastavnicima teško palo da promene svoj način rada i malo ga osveže uvodeći neke nove tehnike i metode. Ovo donosi boljitak nekolicini aspekata nastave: sama nastava postaje interaktivnija i zanimljivija, odnos između nastavnika i učenika, ali i među učenicima, postaje pozitivniji, bogatiji i intenzivniji, a učenje postaje uspešnije. Ono što će vam u tom slučaju veoma koristiti jeste neki vid evaluacije – bilo pismeni, bilo usmeni. Doznaćete više o tome kako su učenici dočekali ovu vašu promenu u radu, da li im odgovara i da li je i zašto je smatraju korisnom. A kada budete merili učinak na kraju, pozitivan ishod neće izostati.

 

 

To learn differently

 

 

We learned to add up to 10 as a teacher wrote that the 5 +5 = 10. We learned the answers to questions from some lessons in English by heart and we can no longer remember any of these lessons. We learned the exact number of sheep in the pastures on our mountains. We learned what Napoleon had won, where he went, what he said. We read "Crime and punishment" just in order to read a book that belongs in some kind of necessary school literature. The only thing we haven’t learned - how to learn ...

 

 

    It could have been like this, for example, "Children, let's all write for ourselves how we can get number 10 using the computation procedure - addition, so we'll see what we have found as an answer"; or "We've just read about Alexander Graham Bell. What do you think what people were talking about in their first phone calls at that time?"; or "Children, where have you all seen flocks of sheep when you traveled through Serbia?"; or "Lets each of us choose one Napoleon's battle, come up with a story about it and tell it to the others"; or "Crime and punishment will be analyzed in a manner that we will make the courtroom. By groups you will get characters that you need to represent or advocate".

Our education system generally requires that we learn a large amount of information, but does not put emphasis on their understanding, appropriateness, placement in a logical framework and connection with other facts (that somehow tacitly implies, doesn’t it?). So, our teachers are not guilty. One should understand that they were also taught that way. But let's make it easier for them with (proven) useful advices and suggestions on how to make a learning process more fun and efficient, of course.

 

Metalearning

Put your students in a position to think about the process how they are learning and how effective that way is. Should it be changed? Should it be encouraged? But as they should identify their own learning process, also you need to emphasize how you choose the content and methods used in class and what benefits it provides them.

Sharing in pairs or in groups - Organize learning activities and analysis in small groups or in pairs, so that students can exchange ideas and opinions, compare them with each other and discuss the individual achievement of learning objectives.

Personal theories - Begin the process of learning, whenever the opportunity allows you to, with some personal opinion or knowledge, even if it is in the form of prejudice. That way at the very beginning of a new lesson you make it clear to students that in their own experience they have already had some previous contact with a subject and that at least it’s already known in its practical part.
 

Asking questions

Whether it's the end of the activity, when you need to analyze the learning process through which we passed, whether you're processing the material, ask questions to students in order for them to actively participate in the processing of material, and to be aware of their own learning process: Why do we learn this? How do we learn? What did we learn in this way? What did you find the easiest in the process? What did you find the most difficult and why? What has changed in your understanding from the beginning of this lesson? What do you consider as the most useful thing in this lesson?

 

Different learning styles

In the last issue we mentioned that there are different learning styles. Different authors talk about different styles. We have mentioned the division of the auditory, visual and kinesthetic type. Point out to your students that they belong to one of these three types (or a combination of two types), and that, accordingly, they can use certain techniques for better learning. Also, use different means in your classes in order for the lessons to be adapted to all types of students (classical lectures, you guessed it, do not correspond best to those students who are visual or kinesthetic type).

 

Different techniques and methods

In accordance with the previous one, use different methods and learning techniques in your work, and "train" your students to use them when they are "left on their own". Of course, not all methods and techniques can be applicable to each type of material, or individual and group learning, but their combination and diversity will lead to better performance. We give you some ideas, and you can always come up with some brand new ones.

 

Brainstorming

Students individually or in groups propose as many ideas or give as many answers possible to a question or a task. We use this method when there is no single correct answer, and when (usually) there are no wrong answers. So here the focus is on quantity, not quality.
 

Creating a chart / map

Key ideas, procedures and information are visually indicated, connected and analyzed. This way the material is not only better organized and presented (which can be presented this way), but also it encourages visual memory and learning.

Role-playing

Students play the roles assigned to them or roles designed according to their own imaginary scenario and in certain situation they apply real behavior. The kinesthetic type of students will be delighted, and of course everyone else will think that they can learn more this way, at least in classes.

 

Associations

Associations can be organized after the quiz “Slagalica” or students can in some other ways – with images, movements, words or otherwise - express associations on a particular topic, task, and concept. This can be applied to smaller units, to the knowledge assessing, or summary, or even at a higher level. Depending on which way you organize this method, you can include different types of students.
 

Mentoring

Students can be paired so that one of them has more knowledge, experience or skills in relation to a given problem, therefore he will assist the other student in acquiring them. Of course, in order not to produce negative effects, we should arrange a reverse situation as well, whether the other student really knows more about some other subject than the first, whether we pre-assign him a task which he will transfer to his mentor from the previous task.

 

Negative is positive

Show your students that it is not so bad to make a mistake, but it can be an opportunity for improvement and learning from mistakes. This way, you let them know that it is a challenge and great opportunity for learning. Also, cultivate an atmosphere of free expression of viewpoints and opinions. Some are wrong, but they lead to a positive outcome.
We do not want to believe that it would be a hard task to some teachers to change the way they work and refresh it a bit by introducing some new techniques and methods. This brings prosperity to a few aspects of teaching: teaching itself becomes more interactive and interesting, the relationship between teachers and students and among students themselves becomes more positive, richer and more intense, and learning becomes more successful. What you will need in this case is some form of evaluation - whether written, whether oral. You will see if the students have accepted this change in your work, whether it suits them and whether and why they consider it useful. And when you measure the performance at the end, a positive outcome will not fail.

Autor: Natalija Milošević, andragog

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