1 Liderazgo para la comprensiónHELMUT KAUFFMANN CHIVANO

2 CO - CREADOR DEL PROYECTO ZERODAVID PERKINS

3 Aulas que piensan El reto de una escuela inteligente

4 “El diseño de mi escuela ideal del futuro se basa en dos hipótesis:La primera es que no todo el mundo tiene los mismos intereses y capacidades; no todos aprendemos de la misma manera. La segunda hipótesis puede doler: es la que en nuestros días nadie puede llegar a aprender todo lo que hay para aprender” HOWARD GARDNER

5 PROYECTO ZERO – UNIVERSIDAD DE HARVARD

6 ENSEÑAR Y APRENDER

7 06 DE JUNIO 2010 “LA TERCERA”

8 “Muchas de las mejores ideas que surjan nunca se llevan a la práctica pues chocan con modelos mentales establecidos” PETER SENGE

9 “Es necesario desarrollar una pedagogía de la pregunta“Es necesario desarrollar una pedagogía de la pregunta. El profesorado contesta a preguntas que el alumnado no ha hecho. Estudiar no es un acto de consumir ideas, sino de crearlas y de recrearlas” Amplificar experiencia de la realidad 1) Juicio controlado 2) Hacer preguntas 3) Cambiar las perspectivas 4) Ampliar los límites 5) Hacer asociaciones 6) Imaginar consecuencias 7) Un clima que premie la innovación y permita los fracasos PAULO FREIRE

10 “Las ideas innovadoras viajan solo sí el país que las busca las puede contextualizar”CRISTIAN COX

11 The Problem of Towers and the Problem of HolesA Story of Understanding

12 The tower problem 10 kg 100 m

13 The hole problem 10 kg 100 m

14 Hard to understand… Mathematics Proof, modeling, ratios and proportions Language arts Irony, argument, interpretation, expression Social studies/history Multiple causation, historical perspective, different value systems Science Mathematical models (Ohm’s law, Newton’s laws), complex causality (ecologies, evolution)

15 Ten tame topics 1. Quadratic formula 2. Underlining topic sentences 3. Essays, “knowledge telling” style 4. The four causes of the industrial revolution 5. How long does it take a 10 kg object to…

16 From Understanding as knowing to Understanding as thinkingWhat is understanding? What does learning for understanding look like? What does teaching for understanding look like? What understandings are most important for the 21st century?

17 from Understanding as knowing to Understanding as thinkingThe key idea from Understanding as knowing to Understanding as thinking

18 Knowing… A train goes 500 miles in 10 hours.How far on the average does the train go in one hour?

19 Knowing… But think about this… A train goes 500 miles in 10 hours.How far on the average does the train go in one hour? But think about this… A hen and a half lays an egg and a half in a day and a half. How many eggs does one hen lay in one day?

20 Knowing… But check this out… A train goes 500 miles in 10 hours.How far on the average does the train go in one hour? But check this out… A hen and a half lays an egg and a half in a day and a half. How many eggs does one hen lay in one day? Or think about this… Estimate the water needs of your city or town in the year 2030 and whether current sources could supply them.

21 What key event led to the United States entering World War II?Knowing… What key event led to the United States entering World War II? Think about this: Should President Harry Truman have approved the dropping of atomic bombs on Hiroshima and Nagasaki? I could ask people to think of an example before showing Truman

22 Knowing… What occasion inspired Picasso to pain his famous Guernica? Think about this… What does Picasso do in Guernica to express the horrors of war?

23 Personal stories of understandingWhat’s something you understand really well? How did you come to understand it? How do you know you understand it?

24 From stories to theory…Very active knowledge. Getting understanding requires thinking and doing. Assessing understanding requires thinking and doing too.

25 Two conceptions of understandingUnderstanding as knowing A Possessive Conception Understanding as thinking A Performative Conception Know the content really well, have an understanding, possess an understanding, grasp something Can think flexibly with what you already know and are learning

26 The skating principle Learning for understanding is more like learning to skate than learning about skating.

27 Learning for understanding is more like learning to think historically than learning about events, names, and dates. Learning for understanding is more like learning to think mathematically than learning about rules and routines. Learning for understanding is more like learning to engage works of literature deeply than learning about authors and plots and standard interpretations.

28 Performances of understanding

29 A good performance of understanding…Goes beyond the information given Is within reach but a stretch Addresses the target understanding rather than something on the side

30 Not reinvent the wheel…But synthesize good practice

31 The Teaching for Understanding framework1. What do you want learners to understand? Generative topic 2. What do you want learners to understand about it? Understanding goals 3. What will they do to come to understand it? Understanding performances 4. How will you know whether they are understanding? Ongoing assessment

32 A good choice for a performance of understanding…Goes beyond the information given Is within reach but a stretch Addresses the target understanding rather than something on the side

33 Findings about Teaching for UnderstandingTeachers like it and find it allows them plenty of elbow room to express their own style. Learners like it, feel it makes learning more interesting. Learners achieve good understanding, greater than one would normally expect. Learners’ conceptions of understanding shift from a possession view toward a performance view. Learners with more of a performance view show greater understanding. From Teaching for Understanding, Martha Stone Wiske, Ed., Jossey-Bass, 1998.

34 Independent assessment from Educational Development Corporation (EDC)“The study demonstrates that WIDE students learned… to integrate theoretical concepts into their practical decisions as educators, and to link ongoing assessment to the understanding goal of a lesson. The results of this study were statistically significant and provide positive proof of the efficacy of WIDE online courses in preparing educators to ‘teach for understanding’.”

35 Educar para lo ConocidoEducar para lo Desconocido

36 En el 2007 en Suecia en la conferencia Internacional sobre Pensamiento dije…¿Cuáles creen ustedes que son el conocimiento y destrezas más importantes que los estudiantes deben aprender de cara hacia nuestro complejo futuro?

37 Empatía Comunicación Ciencias Aprender a aprender Matemáticas Espiritualidad Tecnología Ambiente Perspectivas globales Las artes Colaboración Pensamiento Salud Etica Sociedad y su funcionamiento Manejo del conflicto Autocomprensión

38 Pensamiento, 44 Autocomprensión, 36 Empatía, 29 Etica, 29 Comunicación, 22 Aprender a aprender, 21 Ambiente, 18 Perspectivas globales, 15 Las artes, 15 Colaboración, 13 Salud, 11 Sociedad y su funcionamiento, 9 Manejo del conflicto, 7 Espiritualidad, 6 Ciencias, 6 Matemáticas, 2 Tecnología, 2

39 LA ESCALERA DE LA RETROALIMENTACIÓNOFRECER SUGERENCIAS EXPRESAR INQUIETUDES VALORAR ACLARAR

40 Otro Ejemplo… Feedback que no sirveWe think this short video clip succinctly captures what it feels like to be on the receiving end of the standard assessment process. This is the kind of assessment experience lots of students have when the only feedback they receive is a poor score on the end of unit test that they can’t do anything about or learn from. Likewise it is how teachers may feel if they are reviewed at the end of the year but not engaged in a conversation as the year progresses about their teaching. With these images in mind: How can you as school/education leaders foster a climate in which understanding can grow and thrive? How can you support the teacher who is inspired by planning her curriculum units around generative topics so that it feels like a creative process? And how can you foster a culture in your school in which teachers and fellow leaders don’t feel they are being asked to do the impossible like the basketball player image or that whatever they try leads to a good whack in the back as with the young penguin? Feedback que no sirve

41 Hemos perdido Los tesoros de las bestias: El ojo del lince, el agudo escuchar de las panteras, el certero olfato de los galgos, del águila la visión Y nuestra piel no anticipa lluvias ni sequías como las amables ranas Ciegos, avanzamos en selvas oscuras, En umbríos bosques avanzamos Y en la noche los tiempos Ciegos, nos guían tan sólo esos actos de amor

42 Understandings of wide scope05

43 RECUERDE SIEMPRE DE LEER UN BUEN LIBRO….