Quineche
Daniel Meza, 18 January 2009.
On Thursday 16 January was held in the auditorium of the Graduate School of National University of Education Enrique Guzmán y Valle "(UNE), a seminar, which took as its main attraction, the introduction of four innovative teaching experiences in the areas of math and Science, Technology and Environment of Secondary Education. This presentation was conducted by classroom teachers themselves, the protagonists of these experiences with their students, as a token of their achievements during the PRONAFCAP 2008 under the technical assistance of the UNE team.
The experiences presented were:
1. Turning the mobile beam (Mathematics, 4th. Grade). Teacher: Nelida Rebatta Summer.
2. The square (Mathematics, 2nd. Grado). Professor: Martha C. Condori.
3. The circulatory system (CTA). Professor: Juan Astocóndor Masgo.
4. Rectilinear uniform motion (CTA, 4th. Grade). Professor: Jorge Sayritupa Siancas.
All these experiments were conducted at the school Chimpu Ocllo Isabel San Martin de Porras, Lima, under the guidance of teachers: Alisván Sánchez and Lucía Núñez Zavala.
More information can be found by visiting the following addresses:
http://www.chimpuocllo.blospot.com/
http://wiki.pupc.edu.pe/nelidarebatta/
COMMENTS
In my capacity as a guest at the table of commentators put in relief the following:
1. The use of problematic situations in real life as a starting point for the beginning of the learning session. Supplemented with practical situations or readings.
2. The role of students to focus their attention and action on a particular topic of the learning session. Which emphasizes teamwork, the use of a working guide, and the combination of knowledge intraárea and inter-area curriculum.
3. The use of the Internet and its resources as complementary elements to support student learning (extension information simulated experiences and self).
4. The variety of instruments to assess learning, using arrays for its design and objectives and measurable indicators of various aspects of the authority. I believe that progress is also promoting the fact that the student attempts repeatedly meet the same assessment until you feel it has given all he can give.
5. However, there are some skills that have not worked hard and they are substantive in learning science. This is the case of the formulation of hypotheses, which is nothing else than the result of questioning what is known. The student should not be limited to rediscover the known but to face the unknown, inexplicable. This competition is substantial in a changing world where uncertainty is the constant.
6. In the same line of thought above, it is noteworthy that even the evaluation is grounded in the correct answer. That is fine but it kills the illusion. Questions like: what would happen if? or how do you assess that act or decision? or what else can you do? should begin to take place in the assessment instruments, which requires changes in the form of qualifying and set the level of achievement.
finished my statement by expressing my most sincere congratulations to the students, teachers and management of the educational institution Isabel Chimpu Ocllo and teachers and the authorities of the Universidad Nacional de Educación Enrique Guzmán y Valle "for work done under the PRONAFCAP promoted by the Ministry of Education of Peru.
On Thursday 16 January was held in the auditorium of the Graduate School of National University of Education Enrique Guzmán y Valle "(UNE), a seminar, which took as its main attraction, the introduction of four innovative teaching experiences in the areas of math and Science, Technology and Environment of Secondary Education. This presentation was conducted by classroom teachers themselves, the protagonists of these experiences with their students, as a token of their achievements during the PRONAFCAP 2008 under the technical assistance of the UNE team.
The experiences presented were:
1. Turning the mobile beam (Mathematics, 4th. Grade). Teacher: Nelida Rebatta Summer.
2. The square (Mathematics, 2nd. Grado). Professor: Martha C. Condori.
3. The circulatory system (CTA). Professor: Juan Astocóndor Masgo.
4. Rectilinear uniform motion (CTA, 4th. Grade). Professor: Jorge Sayritupa Siancas.
All these experiments were conducted at the school Chimpu Ocllo Isabel San Martin de Porras, Lima, under the guidance of teachers: Alisván Sánchez and Lucía Núñez Zavala.
More information can be found by visiting the following addresses:
http://www.chimpuocllo.blospot.com/
http://wiki.pupc.edu.pe/nelidarebatta/
COMMENTS
In my capacity as a guest at the table of commentators put in relief the following:
1. The use of problematic situations in real life as a starting point for the beginning of the learning session. Supplemented with practical situations or readings.
2. The role of students to focus their attention and action on a particular topic of the learning session. Which emphasizes teamwork, the use of a working guide, and the combination of knowledge intraárea and inter-area curriculum.
3. The use of the Internet and its resources as complementary elements to support student learning (extension information simulated experiences and self).
4. The variety of instruments to assess learning, using arrays for its design and objectives and measurable indicators of various aspects of the authority. I believe that progress is also promoting the fact that the student attempts repeatedly meet the same assessment until you feel it has given all he can give.
5. However, there are some skills that have not worked hard and they are substantive in learning science. This is the case of the formulation of hypotheses, which is nothing else than the result of questioning what is known. The student should not be limited to rediscover the known but to face the unknown, inexplicable. This competition is substantial in a changing world where uncertainty is the constant.
6. In the same line of thought above, it is noteworthy that even the evaluation is grounded in the correct answer. That is fine but it kills the illusion. Questions like: what would happen if? or how do you assess that act or decision? or what else can you do? should begin to take place in the assessment instruments, which requires changes in the form of qualifying and set the level of achievement.
finished my statement by expressing my most sincere congratulations to the students, teachers and management of the educational institution Isabel Chimpu Ocllo and teachers and the authorities of the Universidad Nacional de Educación Enrique Guzmán y Valle "for work done under the PRONAFCAP promoted by the Ministry of Education of Peru.
