Everybody
has a different way of learning, like the fingerprints of our hands,
no one has the same ones. Teachers have to take into account that
they have to teach in order this diversity of minds.
They
also have to think about the barriers that appears in class, so that
means the school have to be adapted to all the needs. Not everybody
is able to go up stairs for example, so is necessary that the school
take it into account and adapt the steps to all the people, disable
people, mothers with trolleys or ancient people. By this way there
would not be any problem because everybody could go to the school
without problems.
This
video also tell us something about the neuroscience.
There
are three different primary networks:
-Recognition
Networks, how we gather facts and categorize what we see, hear and
read.
-Strategic
Networks, planning and performing tasks. How we organize and express.
-Affective
Networks, how children are motivate or become it.
By
adapting these three networks to the curriculum, the pupils will
understand it better. Everybody is unique, so how we can adapt the
curriculum for all? Making a flexible one, that mean we have to take
into account the differences of the children. The teacher has to know
what the students know before the beginning of the curse, and he also
has to be open-minded.
The
aim is that the teacher ask the child to do a kind of homework
specific for this child, in which he or she could do without any
problem, and then they could develop their knowledge. They will also
realize their improving and that will be the key to face other
challenges.
We
can adapt the curriculum to deal with goals, methods, materials,
assessments...in order to be helpful for everybody. All of these are
tools for the develop of the children, but as they are not unique, we
have to know how to use these tools for teaching in a global and
specific way at the same time.
We
have to be related to the different intelligences. It does not mean
that teachers have to isolate one child who did not understand well
something, or even if the child is not very good at maths, for
example, teacher has to encourage this pupil to do it properly, maybe
in a different way, changing the methodology.
Here
are some examples:
-Provide
multiple means of representation. Present content. (showing them
objects, in a manual way)
-Present
the content in a multimedia way, by video, taking photos...visual
information too. At the same time trying to explain the content to
the children, stopping as many times as they need.
-The
vocabulary. If it is any word that pupils do not understand, they
will be completely lost in the class, so teacher has to explain it to
them.
-Give
the students the opportunity to say what they have understood and to
tell what they think about it, their opinion of one topic.
-Help
them risk mistakes and learn from them. It is normal to make
mistakes, but teacher has to make them conscious of they could learn
from them. Making mistakes is not something embarrassed, it is useful
for everyone in the class, because we learn from each other. Teacher
have to let students learn from their own mistakes.
-MISTAKES
ARE THE STTEPING STONES TO LEARNING-
-Learning
in social task. Learning in groups all together.
-We
must to conserve the learning interest of children, because this will
be the engine for them to improve in all aspects of their lives, not
only in school. In my opinion this is a value for improving in their
life, once their go out from school.
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