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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Sitio web para unir, editar o dividir PDFs

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Sitio web para unir, editar o dividir PDFs

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iLovePDF | Online PDF tools for PDF lovers

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iLovePDF is an online service to work with PDF files completely free and easy to use. Merge PDF, split PDF, compress PDF, office to PDF, PDF to JPG and more!

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Diigo - Better reading and research with annotation, highlighter, sticky notes, archiving, bookmarking & more.

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Diigo is a powerful research tool and a knowledge-sharing community

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Recursos de APA (Asociación Americana de Psicología) para educadores

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Recursos de APA (Asociación Americana de Psicología) para educadores

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A collection of resources for teachers of introductory psychology, including curriculum and classroom tools, publications, funding opportunities and activities for your students.

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This guide includes recommendations for fostering inclusive learning communities, links to student support services, tips for making course materials accessible, and methods for facilitating inclusive discussions.

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There are four simple steps to the Feynman Technique, which I'll explain below:

1. Choose a Concept

2. Teach it to a Toddler

3. Identify Gaps and Go Back to The Source Material

4. Review and Simplify (optional)

***

If you're not learning you're standing still. So what's the best way to learn new subjects and identify gaps in our existing knowledge?

Two Types of Knowledge

There are two types of knowledge and most of us focus on the wrong one. The first type of knowledge focuses on knowing the name of something. The second focuses on knowing something. These are not the same thing. The famous Nobel winning physicist Richard Feynman understood the difference between knowing something and knowing the name of something and it's one of the most important reasons for his success. In fact, he created a formula for learning that ensured he understood something better than everyone else.

It's called the Feynman Technique and it will help you learn anything faster and with greater understanding. Best of all, it's incredibly easy to implement.

- Mortimer Adler

There are four steps to the Feynman Technique.
Step 1: Teach it to a child
Take out a blank sheet of paper and write the subject you want to learn at the top. Write out what you know about the subject as if you were teaching it to a child. Not your smart adult friend but rather an 8-year-old who has just enough vocabulary and attention span to understand basic concepts and relationships.

A lot of people tend to use complicated vocabulary and jargon to mask when they don't understand something. The problem is we only fool ourselves because we don't know that we don't understand. In addition, using jargon conceals our misunderstanding from those around us.

When you write out an idea from start to finish in simple language that a child can understand (tip: use only the most common words), you force yourself to understand the concept at a deeper level and simplify relationships and connections between ideas. If you struggle, you have a clear understanding of where you have some gaps. That tension is good -it heralds an opportunity to learn.
Step 2: Review
In step one, you will inevitably encounter gaps in your knowledge where you're forgetting something important, are not able to explain it, or simply have trouble connecting an important concept.
This is invaluable feedback because you've discovered the edge of your knowledge. Competence is knowing the limit of your abilities, and you've just identified one!
This is where the learning starts. Now you know where you got stuck, go back to the source material and re-learn it until you can explain it in basic terms.
Identifying the boundaries of your understanding also limits the mistakes you're liable to make and increases your chance of success when applying knowledge.
Step 3: Organize and Simplify
Now you have a set of hand-crafted notes. Review them to make sure you didn't mistakenly borrow any of the jargon from the source material. Organize them into a simple story that flows.
Read them out loud. If the explanation isn't simple or sounds confusing that's a good indication that your understanding in that area still needs some work.
Step 4 (optional): Transmit
If you really want to be sure of your understanding, run it past someone (ideally who knows little of the subject -or find that 8-year-old!). The ultimate test of your knowledge is your capacity to convey it to another.

***

Not only is this a wonderful recipe for learning but it's also a window into a different way of thinking that allows you to tear ideas apart and reconstruct them from the ground up. (Elon Musk calls this thinking from first principles.) This leads to a much deeper understanding of the ideas and concepts. Importantly, approaching problems in this way allows you to understand when others don't know what they are talking about.

Feynman's approach intuitively believes that intelligence is a process of growth, which dovetails nicely with the work of Carol Dweck, who beautifully describes the difference between a fixed and growth mindset.

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The Feynman Technique: The Best Way to Learn Anything

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There are two types of knowledge and most of us focus on the wrong one.

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Teaching isn’t easy.

It will challenge your content knowledge, pedagogical skills, charisma, diplomacy, communication, statistical analysis skills, and a dozen other strands you didn’t know where strands. Some teachers may try to tell you that being happy doesn’t matter. That it’s about results. Data. Performance. Or more rhetorically, the students.

Teaching is about the students, but guess what? If you can’t take care of yourself, you can’t help the students–not in a way that’s sustainable. We’ve talked before about surviving teaching. But what about setting the bar higher? What about being happy? And further, can you be happy and be a good teacher at the same time?

A key factor in happiness can be perspective, and a factor in effectiveness can be reflection. Below are 10 ways to be a more reflective teacher.

1. Record yourself teaching

This used to require awkward VHS systems and tripods that students would knock over–and that would distract them endlessly.

Today, it can be a matter of casually propping up your smartphone out of sight, setting it to record, and getting on with the lesson. In fact, you can even create a time-lapse (there are many apps that do this with ease) to track your movement around the room. You can watch the video with and without sound. You can even look for specific things–who talks the most, average wait time, clarity of instructions, etc.

And it doesn’t have to be video–just audio can be revealing, too.

2. Share that video with your PLN

And ask them to help you do the above, and offer feedback of their own. (Just be sure that students’ faces are blurred if you’re making the video public.) Every teacher needs a high-functioning Professional Learning Network.

3. Invite colleagues to observe your class

Not just the same few teachers, either. Ask them to be ‘critical friends’ and then thicken your skin. It’s not about you, it’s about your craft.

4. Ask the students for feedback

You might be surprised how good they are at guiding you in your work.

5. Ask yourself daily, “How did it go and how do you know?”

This is a question from Cognitive Coaching training, and it’s a useful tool to frame reflection. What are your general impressions, and what evidence do you have to support those impressions? Think of something right now that you believe to be effective. A literacy strategy, for example. Or a favorite unit. Maybe a no-zero grading policy.

You say it ‘works.’ How do you know? What can you point to as evidence? What would others say? What metrics are you using? (See #10 below.)

6. Keep a minimalist blog or journal

This doesn’t have to be anything ambitious–the point is reflection, not web design. Make it as basic as possible and try to blog at least twice a week–and don’t skip it if you’re feeling too tired or stressed to reflect. These can be the best times and writing about it can be therapeutic. You can even limit yourself to five minutes per entry.

The only goal here is to reflect–maybe create a list of sample prompts or stems to support the reflection. Then go back and read previous entries every now and then to see what you were thinking, when, and why.

7. Be honest with–but not critical of–yourself

So many potentially great teachers are blind to their shortcomings.

This is probably a kind of defense mechanism. That, or they really can’t see their hangups. No teacher is perfect, but reflection can help you identify those barriers that are keeping you from improving. This will require you to be honest with yourself; don’t rationalize your own mediocrity, but don’t tear yourself apart, either.

Reflect, iterate, and improve.

8. Surround yourself with enthusiasm

The more potential you see around you, the more you’ll observe, analyze, and design to try to fit some of those ideas in.

9. Look for what’s working

Don’t become addicted to fixing the broken bits in your teaching; celebrate what you do well. Identify your own strengths, and use them to transform your teaching. If you’re good at tinkering, use that in your teaching no matter the content area. If you thrive through interpersonal connections, use that to drive your work.

By looking for what’s working, we can see how that affects everything else, tracing cause/effect patterns to understand how to reflect and grow.

10. Diversify your metrics

It’s tempting to have ‘stuff you like,’ but have a diverse set of measures of the effectiveness of what you do: Talk to students. Get feedback from parents. Have colleagues watch you. Record it and share with your PLN. Use a variety of types of assessments.

And that’s just the content part. You also need to know if your manner of interacting with colleagues is working for both you and them. Your tone, body language, quantity and quality of conversation, and so on.

The same with how you grade papers, store unit materials, call the class to attention, manage your time, and on and on. Of all the ways to be a more reflective teacher, there is no single best approach. Just make sure you know what’s working and what’s not. So often, teachers spin their wheels wildly without knowing it.

10 Ways To Be A More Reflective Teacher

10 Ways To Be A More Reflective Teacher

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A key factor in happiness can be perspective, and a factor in effectiveness can be reflection. Here are ways to be a more reflective teacher.

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Problem-Based Learning | Center for Teaching Innovation

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Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

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Fueled by the expectation that we can make unpleasant things go away, we often try very hard to manage our stress or unpleasant experience by trying to fix it. After one round of a diet regimen, we regain most of the weight, and move on to another diet, and then another, with the same results. We use alcohol and other substances to help us relax and fix our troubles by forgetting, only to wake up in the middle of the night with the problems racing around in our heads. We become chronically irritable and overcontrolling toward a student who has a knack for getting on our nerves, anticipating her every annoying move in advance. There's a cyclical quality to our stress management, characterized by repeated efforts to transform unpleasant situations into those that suit us better. Sometimes we manage to make this strategy work, but in the long term we usually end up facing the same problems over and over again, frustrating ourselves in the process.

It is sensible and intelligent to apply the skills of fixing and problem solving to those things that are amenable to change. Certainly, there's no advantage in mindless acceptance of that which is inefficient or harmful to oneself or others. This is why we teach students to plan, reason, and problem solve (Elias & Tobias, 1996; Kendall & Braswell, 1982). For the most part, such approaches rely on logical thinking and are most successfully applied to well-​defined problems with well-​defined solutions, such as how to study, solve math problems, and eat healthfully. But not all teacher or student problems are well-​defined (Kitchener, 1983). Some of the very real challenges of life and the classroom are ill-​defined problems that have emotional underpinnings and no clear-​cut answers. How can I handle my angry students? How can I manage to sustain empathy for parents who are uninvolved? How can I maintain my sense of balance when I'm constantly being asked to do more? Mindfulness offers another way to approach the difficult, ill-​defined problems and uncomfortable feelings of real life, both for teachers and students. It begins by recognizing that uncomfortable feelings may be a signal that you need to act in some way, but that feelings are not, in themselves, the problem.

Many of the risky and potentially dangerous behaviors of adolescents-​procrastination, disruptiveness, disordered eating, cutting, drinking, violence, taking drugs, technological addiction, and so on-​have a common denominator. They likely involve avoiding unpleasant emotional experience by trying to make it go away. The extent to which we do this is a measure of our distress tolerance (García-​Oliva & Piqueras, 2016; Simons & Gaher, 2005). We all have our limits, but individuals who are highly intolerant of distress and unable to cope adaptively have quick triggers and are more likely to suffer from a range of psychological and behavioral problems (Zvolensky & Hogan, 2013). We know that we are primed to react consciously and unconsciously to threat. High levels of stress or trauma can sensitize people to stress, making the slings and arrows of life more difficult for them to bear. Sometimes, risky behavior like drug abuse can start as an attempt to silence the memories of past pain. But our generally allergic reaction to unpleasantness can also be manifested in more ordinary ways, like avoiding boring homework, cutting classes, or misbehaving. Student behaviors that attempt to make unwanted, uncomfortable feelings like inadequacy, boredom, restlessness, or anxiety go away are common, and they are also supported by certain implicit assumptions. Specifically, we appear to endorse the culturally reinforced belief that unpleasant things should go away. When we can't make the unpleasant parts of life go away, we often pile on some judgment, criticizing ourselves and others for life's imperfect circumstances.

It bears repeating that it's not harmful to try to fix problems or make things better. This is just common sense. The problem is that without some awareness of our knee-​jerk inclination to perceive unpleasant things as threatening, our attempts to fix certain things can make them worse. Imagine this hypothetical scenario. A student is walking up the school stairway surrounded by classmates. He stumbles badly, falls and hits his knee, dropping the athletic equipment and books he is carrying, and lands face downward on the stairs. The rest of the kids turn to see what happened. Some ask if he's okay; others start to giggle and poke fun at him. His face feels flushed, his heart races, and his knee really hurts. He hurriedly pulls himself together and moves along as quickly as he can. From the outside, it looks like he's recovered. But on the inside, his mind races: They must think I'm really stupid. Come on, don't be a baby. Suck it up and get back up. Don't show them you got hurt. I know someone tripped me. I'll show them.

The mental chatter resumes later as he thinks about his friends' teasing, fueling his internal distress. Every time he passes that stairway, he remembers himself sprawled on the stairs. He's sure everyone else remembers it, too. Ruminative processing about how he could be so clumsy plays out in an endless mental loop. He attempts to avoid and suppress the embarrassment of the incident by placing the blame on others and plotting some revenge. Not only is the fall unpleasant in terms of the physical sensations in the body, but his discomfort is amplified by his evaluative stream of thoughts. Mental elaboration sustains the unpleasantness of the physical injury, creating emotional distress. Pain is felt in the knee, but suffering is in the mind. It's a double whammy. His automatic thoughts and emotions trigger the physiological cascade associated with the stress response. His mind continues its playback loop in an effort to justify his experience and avoid feelings of shame and helplessness. And, perhaps most importantly, these efforts are largely ineffective, because the painful memory surfaces again and again. Students are not the only ones who handle perceived threats by trying to avoid uncomfortable feelings. Similar thought streams (e.g., I shouldn't have to put up with this. Things shouldn't be so hard) might also sound familiar to teachers.

You might be wondering what the alternative is, given our ingrained human habit of trying to change or avoid the unpleasant. Maybe it's not too surprising that contemporary researchers have recognized what many traditional approaches to well-​being have long stated: avoidance of negative or uncomfortable emotions is usually not helpful, let alone possible (Hayes, 1994). While avoidance of unpleasant thoughts, feelings, and sensations may produce some immediate gratification, chronic avoidance is associated with a number of problematic outcomes when it becomes a coping style (Spinhoven, Drost, de Rooij, van Hemert, & Penninx, 2014). This knowledge might be particularly important for adolescents, whose brains are especially sensitive to emotional experience and whose habits of coping are becoming established.

Adolescents report more daily experience of negative affect from ages 10 to 18 (Larson, Moneta, Richards & Wilson, 2002) but have more difficulty identifying and sorting out their feelings of anger, sadness, fear, disgust, and upset compared to younger children and adults (Nook, Sasse, Lambert, McLaughlin & Somerville, 2018). Presumably, the adolescent experience of negative affect involves co-​occurring emotions that are more complex than those experienced in childhood and that pose greater coping challenges. As described in the hypothetical example, commonly used adolescent strategies for coping with distress (e.g., emotion avoidance, emotion suppression, and rumination) are maladaptive and related to more problems down the line. Although avoidance of emotional experience may offer short-​term relief, the longer-term consequences can include depression, anxiety, restricted opportunity, and poor social relationships (Eastabrook, Flynn, & Hollenstein, 2014). Rumination, or the repetitive focus on negative events, thoughts, or feelings in order to reduce the pain of a situation, is a well-​known risk factor for depression and anxiety among youth and adults (Rood, Roelofs, Bögels, Nolen-​Hoeksema, & Schouten, 2009). A recent examination of multiple studies showed that the maladaptive strategies many youth employ to manage their emotional distress actually play a causal role in the development of subsequent problems (Schäfer, Naumann, Holmes, Tuschen-​Caffier, & Samson, 2017). Many major mental disorders have their start in adolescence, and less severe symptoms of disorders like anxiety and depression are alarmingly common (Lee et al., 2014; Spear, 2009).

The mental advances that secondary school teachers recognize in their students, such as the ability to reason abstractly or to take the perspective of others, also come with a price. Because youth can think abstractly, they can also engage in hypothetical thinking (e.g., What if I were richer or thinner, like her?) and can reach counterfactual conclusions (e.g., Then I would be happier). The very same mentalizing skills that allow students to take the perspective of Atticus Finch in Harper Lee's novel, To Kill a Mockingbird, allow them to imagine and mull over what their peers and teachers are thinking about them (Blakemore & Mills, 2014). Social media offers a ready platform for comparing oneself to others, a process called social comparison. Social comparison processes, already elevated during adolescence, are exacerbated by excessive media use and linked to depressive symptoms (Nesi & Prinstein, 2015). Cyberbullying is perceived as especially threatening to adolescents because one's shaming is on public display, comparison with others is exposed, and social isolation is threatened (Nilan, Burgess, Hobbs, Threadgold, & Alexander, 2015).

Overall, despite many obvious advantages, adolescent changes in cognitive and emotional development can lead to increased rumination and emotional distress for some youth. Just as educators work diligently to prepare students with academic knowledge and skills for the next stage of their life, so, too, should we prepare them with other life skills related to healthy emotion regulation. The importance of this social and emotional skill set can't be overestimated for adolescents, who are at an age when emotionality increases and adult patterns of emotion regulation are beginning to be consolidated (Paus, Keshavan, & Giedd, 2008).
How Mindfulness Helps Regulate Emotions
A major developmental advance during adolescence is the increasing ability to reason, make decisions, and think abstractly. These kinds of cognitive processes are rational and logical, referred to as "cool cognitions" (e.g., These are the factors that led to the civil war, or Here are some steps I can take to break down this project), and they are often taught in decision making and study skills courses (Bergmann & Rudman, 1985). When thinking and decision making are done in an emotional context, as in a group of peers, cognition can be less rational. The so-called emotional or "hot cognitions" can distort thinking and underlie many impulsive acts (e.g., Forget about that homework. Let's party!). It's difficult for most of us, but especially for adolescents, to override powerful emotions in order to think coolly and rationally, even if we know better. The student who keeps checking her phone in class can't seem to resist seeing her best friend's messages despite her teacher's disapproval. The student who fell on the stairs may not easily let go of his angry thoughts. In an effort to feel more of the pleasant things, like excitement, and fewer of the unpleasant things, like rejection or shame, adolescents may behave in ways that prove unproductive, especially if these behaviors ultimately become well-established patterns.

Mindfulness gets to the root of these tendencies by encouraging exploration and acceptance of all feelings, without judgment. Mindful awareness of one's thoughts and emotions includes not just being present and curious about pleasant experience, but about all experience. This is a hard but crucial truth. Mindfulness is not about feeling a certain way; it's about feeling whatever is present in your life right now in order to have greater discernment about how to respond. This involves changing our relationship to feelings, perhaps especially to unpleasant ones. Rather than trying to escape as soon as we notice them, we actually acknowledge them, and perhaps even make some peace with them. This is what the practice of awareness and nonreactivity fosters.

Some studies show that simply being focused on observing thoughts, feelings, and physical sensations is not helpful and may even add to anxiety (e.g., Oh no, here comes that anxious thought again!). Importantly, it's how we observe-​nonjudgmentally, with curiosity, and without reactivity-​that promotes emotion regulation (e.g., Where is the anxiety in my body right now? Can I be curious about it? Can I simply watch the anxious thoughts come and go?) (Baer et al., 2008; Desrosiers, Curtiss, Vine, & Klemanski, 2014).

The process of observing emotions and thoughts nonreactively offers us a glimpse into the operations of our mind. Instead of being caught up as the lead performer in our mental drama, we have a front-​row seat for the play. This permits greater perspective and deeper understanding. It also tempers the fear we often have of feeling our own feelings, because there is less automatic avoidance. If we are avoiding something, we notice that as well, but without commentary and without judging. Emotions become more tolerable because we have the courage to feel them, and from our new vantage point, we can see that they ebb and flow. There is less pressure to fix them and greater acceptance of our basic human experience.

Dispassionate observation and acknowledgement of experience, both pleasant and unpleasant, is a lot easier to do when the focus is on the breath or on some activity like eating. This is why teachers often start there. But the rubber really hits the road with stress. Compassionate acknowledgment of our unpleasant feelings and our typical ways of coping with them (e.g., harsh self criticism, lashing out, mental brooding, gossip, bullying, self-​harm) is the doorway to reducing our reactivity and lessening our stress overall. We notice the inner mental and emotional experience, and, as best we can, we let it be. This practice has an interesting effect: It releases us from trying to solve the problem of unpleasant emotions. We struggle and stress less. We find less reactive and more regulated ways of working with difficult, ill-​defined problems. We pull the plug, metaphorically speaking, to deactivate the stress cascade.
A Mindful Approach to Challenges
We know, at some deep level, that feeling our fear, anger, shame, irritation, anxiety, and sadness is better than masking it. But because it's not what we usually do, we need to practice. You can try a mindfulness experiment when you next experience something unpleasant (i.e., stress). Maybe your child is cranky before school and you have to rush to get yourself to work. Unpleasant. Perhaps a person who was supposed to help you with a project doesn't show up. Unpleasant. Perhaps your back pain returns or a student disrupts your class and you can't finish your lesson. Unpleasant. We can't escape all stress, but we don't need to make it worse. Remember that no one is advocating we deliberately try to make ourselves uncomfortable or search out unpleasant experiences in order to suffer more. There are plenty of naturally occurring events throughout the day when we don't get our own way. Simply acknowledging the affective quality of our experience (i.e., pleasant, unpleasant, or neutral) and the accompanying bodily sensations, thoughts, and feelings adds a different perspective to the experience, building resilience and grit (Duckworth, 2016). This kind of emotional resilience can protect adolescents from being overwhelmed by intense feelings of anger, sadness, or other distressing emotions that can lead to destructive actions.

Teachers are natural caregivers whose instincts are often oriented to making things better, so mindfulness of one's own tendency to avoid discomfort is also a good starting point. When it comes to emotions, not everything can be fixed or made pleasant, and we can't use performance-​based thinking for emotional issues. Many adolescents have come to believe that only pleasant emotions are acceptable and that uncomfortable emotions are a sign of personal weakness or substandard performance in life. This fallacy presents a great but avoidable mental burden. It is critically important that students learn to recognize their uncomfortable feelings in the moment and understand that they do not have to like these feelings if they are to regulate distress in a balanced and wholesome way.

Teachers can help students understand their own tendency to cover up unpleasant feelings by modeling emotional balance. For example, teachers might respond to student pressure or complaints about schoolwork by acknowledging the obvious dissatisfaction without fixing or confrontation. It may be possible, when there is clearly something causing stress in the classroom, to recognize it openly, nonjudgmentally, and in the moment, thus modeling for students a mindful approach to unpleasant circumstances. The practices included in this chapter can provide the foundation for this emotional skill.

Sometimes pressures related to time or performance demands, fatigue, restlessness, and boredom build up in the classroom, and students react in negative ways. Simply avoiding the obviousness of the circumstances by pressing ahead can make matters worse. Allowing students to take a few mindful breaths or engage in some movement can demonstrate acceptance of the situation (e.g., I know we've been working hard, and you're feeling tired) and provide tools for stress management. Simple recognition of the body and feeling its sensations (e.g., noticing feet on the floor, tension in the shoulders) without changing anything can be a particularly effective antidote to stress. Body awareness or interoception helps students regulate their stress because it grounds attention in the physical body and reduces the amplification of distress caused by spiraling thought streams and emotional reactivity (Roeser & Pinela, 2014).

While classroom "peace corners" or places where students can go to self-​regulate are becoming more popular for younger children (Lantieri, 2002), they are not usually available to adolescents. The purpose of a classroom peace corner is to provide students a safe place where they have an opportunity to handle strong emotions by recognizing them, accepting them, and restoring balance. They can then find a responsible way to act without hurting themselves or others. The opportunity to take a voluntary break to restore emotional control is certainly something adolescents need. Offering some nondisciplinary means for this process in secondary education settings could help adolescents develop better self-​regulation and ultimately improve learning.

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How Mindfulness Can Help Teachers and Students Manage Challenging Situations

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Fueled by the expectation that we can make unpleasant things go away, we often try very hard to manage our stress or unpleasant experience by trying to fix it. After one round of a diet regimen, we regain most of the weight, and move on to another diet, and then another, with the same results.

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Dealing with difficult parents is virtually impossible for any educator to escape. As a school administrator or teacher, you aren't always going to make everybody happy. You are in a position where it is sometimes necessary to make difficult decisions, and parents will sometimes challenge those decisions, especially when it comes to student discipline and grade retention. It is your job to be diplomatic in the decision-making process and to think through every decision without being rash. The following steps can be very helpful when dealing with a difficult parent.

Be Proactive

It is easier to deal with a parent if you can build a relationship with them before a difficult situation arises. As a school administrator or teacher, it is essential for a number of reasons to build relationships with the parents of your students. If the parents are on your side, then you typically will be able to do your job more effectively.

You can be especially proactive by going out of your way to talk to those parents who have a reputation for being difficult. Your goal should always be to be friendly and personable. Show these parents that you make your decisions with your students' best interests at heart. This is not the be-all and end-all solution to dealing with difficult parents, but it's a good start. Building relationships takes time, and it's not always easy, but it can certainly help you in the long run.

Be Open-Minded

Most parents who complain genuinely feel like their child has been slighted in some way. Although it is easy to be defensive, it is important to have an open mind and to listen to what the parents have to say. Try to see things from their perspective. Often when a parent comes to you with a concern, they are frustrated, and they need someone to listen to them. Be the best listener you can and respond in a diplomatic manner. Be honest and explain the thoughts behind your decision-making. Understand that you are not always going to make them happy, but you can try by showing them that you will take everything they have to say into consideration.

Be Prepared

It is critical that you be prepared for the worst possible situation when an angry parent comes into your office. You may have parents who storm into your office cursing and screaming, and you will have to handle them without losing control of your own emotions. If a parent is extremely agitated, you can politely ask them to leave and return once they have calmed down.

Though a situation like this is rare, you should nevertheless be prepared for a student-teacher meeting that turns combative. Always have some way to communicate with an administrator, teacher, secretary, or other school personnel just in case a meeting gets out of control. You do not want to be locked in your office or classroom without a plan to get help should this kind of situation arise.

Another important aspect of preparation is teacher training. There are a handful of parents who will bypass a school administrator and go straight to the teacher with whom they have a problem. These situations can turn quite ugly if the parent is in a combative state. Teachers should be trained to direct the parent to a school administrator, walk away from the situation, and immediately call the office to inform them of the situation. If students are present, the teacher should immediately take measures to secure the classroom as quickly as possible.

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3 Simple Ways for Teachers to Deal with Difficult Parents

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School administrators and teachers can best deal with difficult parents by being proactive, open-minded, and prepared.

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The common use of ineffective study practices is due to flaws in our ability to evaluate the way we approach learning that we're often simply unaware of. This leads to the habitual adoption of practices that don't work nearly as well as we think they do. For example, when you use the ineffective study strategy of repeatedly rereading a piece of text, that text will start to feel familiar and you'll probably judge this as a sign that you've committed it to memory. However, in reaching this judgement you'll likely have failed to take into account a key discrepancy between conditions of studying and recall . If the penny hasn't already dropped, the difference is that the source material is available to you when you're studying, but probably won't be accessible when you need to recall information from it in other contexts, like an exam. This oversight gives you an inflated judgement of your learning, which reinforces the use of rereading as an approach to studying, thus undermining your subsequent learning.

Using ineffective approaches to studying turns the process of learning from a privilege to be enjoyed into a chore that must be endured. Psychology has much wisdom to offer you about how to study more effectively. Unfortunately, much of the research on topics relevant to studying isn't formulated as advice for students. This is where I come in; I teach people how they can use psychology to learn, communicate and collaborate more effectively. I authored The Psychology Of Effective Studying: How to Succeed in Your Degree to make evidence-based advice on studying accessible to anyone in further or higher education. In the next few passages, I will provide three key pieces of advice that will help you make the process of studying much more effective and rewarding.

Self-testing is your greatest ally when it comes to learning

Happily, you can avoid getting erroneous ideas about your level of knowledge and learn much more effectively using self-testing (retrieval practice) to evidence your learning. Self-testing gives you an objective measure of your knowledge, which you can use to calibrate your perception of how much you know. You can test yourself organically as part of your reading and note-taking by using the 3R approach . This involves reading a short passage of text, putting the source to one side and trying to recall the information in your own words then checking your recall against the text for factual accuracy. Practising retrieving information from memory is far more beneficial for learning than restudying that information for the same length of time. This is referred to as the testing effect , it's one of the most well-established and robust findings in psychology. When studying, remember: it's not what you think you know that matters, it's what you can prove you know.

Read and take notes with a view to generating your own understanding of a topic

Contrary to popular belief, your memory doesn't reproduce information, it reconstructs it in a way that reflects your prior knowledge and expectations. Therefore, the key to improving your recall of information is not to increase the exposure you have to your sources. Instead, you need to make a deliberate effort to think more about the material as you're studying it.

Space out your study sessions

Research in psychology reveals that cramming remains a perennial 'go-to' approach to studying for students. The issue is not that cramming doesn't work per se, but rather that there is a more effective approach to studying that generates better long-term learning. Psychology has a long history of examining the distribution of time available for studying memory performance. Studies have consistently found that it is better to break up the time available to study over a series of shorter sessions than studying intensively in a single extended session. This is known as the spacing effect .

If you'd like to learn more about how psychology can help you study more effectively, please visit and subscribe to my YouTube channel.

The Psychology of Effective Studying: How to Succeed in Your Degree is available from Amazon and many other online book retailers.
Dr Paul Penn is a Senior Lecturer in Psychology at the University of East London. You can also follow Paul on Twitter @DrPaulPenn.

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How to Study Effectively: Key Advice From Psychology

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Think about your top five approaches to studying. Now, think about how they would appear in a list if organised in order of how frequently you use them.

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Evaluación del aprendizaje: evaluación formativa

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Evaluación del aprendizaje: evaluación formativa

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What is formative assessment?

A formative assessment is a teaching move -- a question, an activity, or an assignment -- that a teacher performs to gain information about student learning. It is formative in that it is intentionally done for the purpose of planning or adjusting future instruction and activities. Like we consider our formative years when we draw conclusions about ourselves, a formative assessment is where we begin to draw conclusions about our students' learning.

Formative assessment moves can take many forms and generally target skills or content knowledge that is relatively narrow in scope (as opposed to summative assessments, which seek to assess broader sets of knowledge or skills). Common examples of formative assessments include exit tickets, fist-to-five check-ins, teacher-led question-and-answer sessions or games, completed graphic organizers, and practice quizzes.

In short, formative assessment is an essential part of all teaching and learning because it enables teachers to identify and target misunderstandings as they happen, and to adjust instruction to ensure that all students are keeping pace with the learning goals. As described by the NCTE position paper Formative Assessment That Truly Informs Instruction, formative assessment is a "constantly occurring process, a verb, a series of events in action, not a single tool or a static noun."

What makes a good formative assessment?

As mentioned above, formative assessments can take many forms. The most useful formative assessments share some common traits:

They assess skills and content that have been derived from the backward planning process. They seek to assess the key learning milestones in the unit or learning sequence.

They are actionable. They are designed so that student responses either clearly demonstrate mastery of the skills and content, or they show exactly where mastery is lacking or misunderstanding is occurring.

When possible, they are student-centered. Using an assessment where students measure themselves or their peers, or where they're prompted to reflect on their results, puts students in charge of their own learning. It allows students to consider their own progress and determine positive next steps. Unfortunately, student-centered formative assessments don't always yield the easiest and most actionable information for teachers, so their benefits have to be weighed against other factors.

How should I use formative assessment results?

Formative assessments are generally used for planning future instruction and for helping students drive their own learning. In terms of future instruction, how you use assessment data most depends on what kind of results you get.

If 80% or more demonstrate mastery, you'll likely want to proceed according to plan with subsequent lessons. For individual students not demonstrating mastery, you'll want to find ways to interject extra support. This might mean a differentiated assignment, a guided lesson during independent work time, or support outside of class.

If between 50% and 80% demonstrate mastery, you'll need to use class time to have structured differentiation. You'll need to build this into the next lesson(s) if it isn't already planned. This means different activities or guided instruction for different groups of students. Students who've demonstrated mastery could engage in an extension activity or additional practice, or serve as support for other students. Students still attempting mastery could receive additional guided practice or additional instructional materials like multimedia resources or smaller "chunks" of content.

If fewer than 50% demonstrate mastery, you'll need to do some whole-class reteaching. There are many approaches and concrete strategies for reteaching. Check out this article from Robert Marzano as well this blog post from BetterLesson for ideas.

The above recommendations are general rules of thumb, but your school or district may have specific guidelines to follow around teaching and reteaching. Make sure to consult them first.

Also, it's important to remember that building differentiation into the structure of your class and unit design from the beginning is the best way to make use of formative assessment results. Whether this means a blended or flipped classroom or activity centers, structuring in small-group, student-directed learning activities from the outset will make you more willing -- and better prepared -- to use formative assessment regularly and effectively in your class.

How do I know what type of formative assessment to use?

This is perhaps the most difficult question when it comes to formative assessment. There are so many different methods -- just check out this list from Edutopia -- that it's easy to get lost in the sea of options. When it comes to choosing, the most important question is: What type of skill or content are you seeking to measure?

Content knowledge ("define," "identify," "differentiate") is generally the easiest to assess. For less rigorous objectives like these, a simple fist-to-five survey or exit ticket can work well. An edtech tool can also work well here, as many of them can score and aggregate multiple-choice responses automatically.

Higher-order thinking skills ("analyze," "synthesize," "elaborate") are generally more difficult and time-consuming to assess. For this, you'll likely use a different question type than multiple choice and need to allow more time for students to work. A good option here is to have students do a peer assessment using a rubric, which has the double benefit of allowing them to reflect on their own learning and cutting down the time you need to spend assessing the work. This can be done through an LMS or another project-based learning app, or through old-school paper and pencil; it just depends on your preference. Because students -- and adults, too -- often don't know what they don't know, self-assessments may be less accurate and less actionable for these types of skills.

Process-oriented skills ("script," "outline," "list the steps") also tend to be more difficult to assess. Graphic organizers can work well here, allowing teachers (or peer reviewers) to see how students arrived at their results. STEM apps for higher-order thinking and coding apps can also make this assessment information more accessible.

What are the benefits of using an edtech tool for formative assessment?

As mentioned above, one of the big benefits of using a tool for formative assessment is that it allows teachers to more efficiently use their time. Apps like Quizlet and Formative use a quiz format to provide real-time feedback to both students and teachers, and -- in their premium versions -- provide aggregate qualitative and quantitative assessment data. Other apps, like Kahoot! or Quizizz, provide these features with the added engagement of game-based competition. Apps like Flipgrid (video-based) and Edulastic (tracks against standards) provide assessment data with other additional perks. Check out our list of top tech tools for formative assessment to see a range of options.

Finally, if you're already regularly teaching with technology, using an edtech tool fits seamlessly into the daily activities your students already know how to do. It can be an independent activity that students do as part of a blended classroom, or an outside-of-class activity that's part of a flipped classroom. In this context, both students and teachers will get the most out of the time-saving and student-centered benefits that edtech tools provide.

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Teachers' Essential Guide to Formative Assessment | Common Sense Education

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How can I use formative assessment to plan instruction and help students drive their own learning?

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Sitio web de aprendizaje basado en proyectos

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Sitio web de aprendizaje basado en proyectos

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of videos, planning forms, rubrics, blogs, and more. Whether you want to learn about PBL, or find classroom resources, our materials will support your journey.

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What's ahead for psychologists in the coming year?

2024 will be a pivotal year for psychology. The U.S. presidential campaign, already infected with misinformation, needs psychological science's debunking and prebunking strategies. Generative artificial intelligence-unleashed upon society with few guardrails-will desperately require social science insights as it progresses along its exciting and uncertain trajectory.

The ongoing crisis in mental health care access, the trauma for women and LGBTQ+ individuals whose bodily autonomy is threatened by ongoing legislation, and the backlash against racial equity work present unprecedented challenges and opportunities over the next year. There is hope though as mental health technology enters a second wave of investment, clinicians continue to innovate to reach more patients, new strategies to end addiction make promising headway, and neuroscience helps us to discover ways to protect brain health and treat brutal afflictions like Alzheimer's.

Join us in exploring these 12 trends.

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A description of what is ahead for psychologists in the coming year.

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Efectos en las habilidades cognitivas de los "niños iPad"

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Efectos en las habilidades cognitivas de los "niños iPad"

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Observatorio / Instituto para el Futuro de la Educación

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Hoy en día se ha vuelto común ver a infantes pegados a alguna pantalla, ya sea la del celular, tableta electrónica o televisión. Esta dependencia puede llegar a provocar grandes problemas en su desarrollo cognitivo, lingüístico y socioemocional. Aunque es verdad que las pantallas pueden ser herramientas para la educación y el aprendizaje, el tiempo que se pasa frente a estas debe ser limitado, especialmente para niños y niñas, ya que reduce la cantidad y calidad de las interacciones entre personas de su edad y adultos, así como su desarrollo del lenguaje.

Muchas personas han tomado las redes sociales, como es el caso de TikTok, para quejarse de los famosos iPad Kids o"Niños iPad" diciendo que son una pesadilla absolutamente aterradora y que es imposible lidiar con ellos. Por ejemplo, la usuaria teresakayenewman, que es educadora, cuenta que el tiempo que la generación Alfa pasa frente a la pantalla afecta su comportamiento en el aula, sus habilidades sociales y su desempeño escolar.

La realidad es que, hoy en día es más extraño que los infantes o adolescentes estén desconectados a que tengan una adicción a la pantalla. Es por eso que es necesario preguntarse si la generación Alfa es realmente "una pesadilla absolutamente aterradora" con la cual no se puede lidiar, según las quejas virales publicadas en TikTok. ¿Realmente tienen la culpa las iPads y las pantallas?

El impacto en el desarrollo en los infantes y adolescentes

Los infantes de hoy son "nativos digitales", ya que nacieron en un ecosistema digital en constante cambio, tanto que, según un estudio publicado por la revista médica , empiezan a interactuar con estas tecnologías desde los cuatro meses. El propósito de esa publicación es profundizar en los efectos del tiempo excesivo frente a una pantalla y su impacto en el desarrollo de las infancias, así como las estrategias y responsabilidades que madres, padres, tutores y las instituciones deben asumir para gestionar y disminuir eficazmente el tiempo frente a esta.

Es verdad que pareciera que las pantallas se han vuelto omnipresentes en los hogares y son usadas cada vez más en los sistemas escolares, sin embargo, esto puede tener un impacto negativo en el desarrollo del estudiantado. Diversas investigaciones incluso han demostrado que libros electrónicos y diferentes aplicaciones para aprender a leer pueden mejorar las habilidades de lectura temprana y la capacidad de pensamiento creativo de los infantes. Aun así, también advierten que el uso excesivo tiene efectos negativos en el desarrollo cognitivo, como el funcionamiento ejecutivo, el desarrollo sensoriomotor y el desempeño académico.

Según un análisis del Estudio Longitudinal de Quebec sobre Desarrollo Infantil, por cada hora que las infancias de dos años ven televisión, se disminuye en un 7 % su participación en clase, así como 6 % en unidades de dominio de matemáticas cuando lleguen a cuarto de primaria. Otros estudios lo corroboran ya que se ha encontrado que entre más tiempo se pase frente a una pantalla, menor será el rendimiento académico. Aun así, es importante aclarar que los resultados de la menor atención y concentración puede ser por el uso excesivo de las tecnologías o por conductas multitarea ( multitasking). Se requiere más investigación al respecto para descubrir esta relación, ya que el desarrollo del lenguaje ha recibido la mayor atención en el área de investigación del uso de pantallas y las infancias, a diferencia de habilidades ejecutivas.

En cuanto al desarrollo del lenguaje, en los primeros años de vida es donde es más crucial adquirir habilidades lingüísticas y aprender vocabulario y fonología, lo cual se adquiere por medio de interacción humana. Sin embargo, debido a que cada vez es más frecuente que los infantes pasen tiempo frente a una pantalla que interactuando con otras personas, pierden la oportunidad de practicar y desarrollarlas.

Según el estudio de Cureus mencionado anteriormente, una mayor exposición a la televisión, aunque sea de fondo, puede tener efectos adversos en el uso del lenguaje, el funcionamiento ejecutivo y la cognición de infantes menores de cinco años. Además, su uso excesivo también puede afectar potencialmente el desarrollo del lenguaje y las habilidades de lectura a una edad temprana.

Y no es sólo el uso del lenguaje, sino el desarrollo cognoscitivo y el rendimiento académico. Pasar tanto tiempo frente a una pantalla puede afectar la salud mental de los jóvenes, así como el desarrollo de sus capacidades físicas, lo que podría resultar en obesidad, problemas de sueño, ansiedad y depresión.

Un estudio revela que los bebés de seis a 18 meses que están expuestos a este tipo de tecnología de manera excesiva muestran una reactividad emocional, agresión y conductas de externalización. Además, este estudio demostró que las y los adolescentes que hacen uso de computadoras y videojuegos, en lugar de la televisión, están relacionados con síntomas depresivos y de ansiedad más severos. Otra publicación muestra que tener un televisor en la habitación de un menor de seis años provocará un nivel más bajo de comprensión emocional a los ocho años. Otro punto es que los infantes menores de tres años crecen acostumbrados a un mundo 2D en lugar del real, lo que limita el desarrollo de sus habilidades motoras finas y la conciencia de su espacio.

Los investigadores a cargo del estudio publicado en Cureus señalan que "los efectos psiconeurológicos del uso adictivo del tiempo frente a una pantalla incluyen una disminución de las habilidades de afrontamiento social y el desarrollo de conductas ansiosas que se asemejan a la dependencia de sustancias. Se han observado cambios estructurales en el cerebro relacionados con el control cognitivo y la regulación emocional en personas con comportamiento adictivo en los medios digitales".

Por otro lado, el uso adictivo de las pantallas afecta también la atención y el desempeño dentro del aula. La compañía de software Impero Software realizó una encuesta a más de 2000 estudiantes de entre 11 y 18 años. En este reporte encontraron que una cuarta parte ha visto contenido violento en línea mientras estaba en el aula y el 17 % estaba viéndolo en un dispositivo escolar. Aunado a esto, el 10 % ha utilizado sitios de apuestas, un 13 % ha accedido a sitios de pornografía y un 38 % juega videojuegos, todo esto en medio de sus clases o mientras están en la escuela.

Sin embargo, el uso de tecnología no es completamente mala o nociva para los infantes, también trae beneficios a la formación y al desarrollo de los niños, niñas y adolescentes. A partir de los dos años, por ejemplo, los programas de televisión o videos de alta calidad diseñados con fines educativos sirven para el desarrollo temprano del lenguaje y alfabetización de los infantes. Estos pueden apoyar el desarrollo cognitivo, la imaginación, actitudes positivas, habilidades sociales y lingüísticas; especialmente para aquellos que viven en situaciones de pobreza.

Es su uso excesivo lo que puede afectar negativamente el funcionamiento ejecutivo, el desarrollo sensoriomotor y el desempeño académico. Especialmente para los más pequeños, la exposición temprana a las pantallas se ha asociado con capacidades cognitivas y rendimiento académico más bajos en años posteriores.

Se necesita gestionar y reducir el tiempo frente a la pantalla

El hábito de mirar de manera excesiva la pantalla se desarrolla a lo largo del tiempo, por lo que involucrar a las familias y a los docentes es crucial para ayudar a los infantes y adolescentes a alcanzar su potencial. Los primeros tienen la oportunidad de implementar un control conductual en el hogar mediante la observación y el establecimiento de reglas sobre su uso.

Vic Raynor, experto en protección de Impero Software, enfatiza la necesidad de un enfoque equilibrado. Para esto, es importante recordar que los hijos e hijas observan el comportamiento de los adultos, si ven que sus padres pasan una gran cantidad de tiempo frente el televisor, incluso a la hora de comer, las criaturas tienen mayor probabilidad de verla en exceso. Si ven que sus progenitores ven la televisión por cuatro horas o más al día, estos tendrán tres veces más probabilidades de hacer lo mismo.

La publicación en Cureus demuestra que restringir el uso de pantallas es efectivo. Este indica que "los límites de tiempo de pantalla discrecionales ideales son de 0,5 a 1 hora/día para niños de tres a siete años, una hora para niños de 7 a 12 años, 1,5 horas para niños de 12 a 15 años y dos horas para mayores de 16 años". De la misma manera que las familias se preocupan por la alimentación de sus hijos, también deben ser conscientes del uso de las pantallas; tanto lo que están consumiendo como el tiempo que pasan utilizándolas. Es importante que los cuidadores, educadores y profesionales de la salud comprendan los riesgos y empiecen a promover actividades alternativas que ayuden a los infantes y adolescentes a alcanzar su potencial.

Cuéntanos, ¿te has topado con alguno de estos famosos iPad Kids? ¿Consideras que la generación Alfa realmente tiene problemas de comportamiento y un desarrollo más lento provocados por el uso excesivo de las pantallas?

Este artículo del Observatorio del Instituto para el Futuro de la Educación puede ser compartido bajo los términos de la licencia CC BY-NC-SA 4.0

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Paulette Delgado Redacción, Edu News | Especialista de Tendencias Educativas en Observatorio del Instituto para el Futuro de la Educación.

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La generación de infancias iPad: la pesadilla de los educadores

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Expertos señalan que pasar mucho tiempo frente a pantallas afecta el desarrollo cognitivo, sensoriomotor y escolar de las infancias.

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Webinar: la relevancia del pensamiento complejo en la educación 

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Webinar: la relevancia del pensamiento complejo en la educación 

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Observatorio / Instituto para el Futuro de la Educación

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El pensamiento complejo es una macro competencia valiosa que los estudiantes y los futuros profesionistas deben desarrollar para enfrentar los retos actuales y futuros que tenemos como humanidad, en un mundo cada vez más Volátil, Incierto, Complejo y Ambiguo.

Vivimos en un mundo cada vez más Volátil, Incierto, Complejo y Ambiguo (VICA). El pensamiento complejo es una macro competencia relevante que todos los estudiantes deben desarrollar para enfrentar los desafíos actuales y futuros de la humanidad. En nuestro webinar del Observatorio del Instituto para el Futuro de la Educación (IFE), el Dr. José Carlos Vázquez Parra nos explicó la importancia de esta competencia para la formación de los estudiantes. En este artículo te comparto un resumen de esta interesante charla.

Los estudiantes tienen que estar preparados para enfrentar problemáticas tan relevantes como son: el cambio climático, la migración, las necesidades laborales que plantea la industria 4.0, los avances científicos y tecnológicos, así como su impacto en nuestra vida. Son desafíos para los cuales los estudiantes necesitan desarrollar habilidades y competencias igualmente proporcionales para poder afrontar estas situaciones tan complejas. Así lo explicó el Profesor Vázquez en nuestro webinar del Observatorio IFE. Si no tuviste oportunidad de verlo en vivo puedes consultarlo aquí y compartirlo con tus colegas.

"El pensamiento complejo es útil para tomar decisiones argumentadas, innovadoras y objetivas".

La competencia de pensamiento complejo es un conjunto de habilidades cognitivas asociadas con el desarrollo del pensamiento integrador, es decir, a la capacidad de ver las partes de un problema como un todo. Como un sistema formado por elementos que interactúan entre sí, para la toma de decisiones argumentadas innovadoras y lo más objetivas posibles.
El pensamiento complejo se compone de las siguientes habilidades cognitivas de alto nivel:

Pensamiento sistémico

Pensamiento crítico

Pensamiento científico

Pensamiento innovador o creativo

Vinculación de la inteligencia artificial y el desarrollo de habilidades complejas

Las herramientas basadas en Inteligencia Artificial (IA) tienen muchas aplicaciones en la educación que seguimos explorando, pero esta tecnología no es la primera ni tampoco será la última que nos muestre una manera más eficiente de hacernos de información y conocimiento. Antes de ChatGPT, teníamos Google, Wikipedia, YouTube, los MOOC, las charlas por expertos internacionales TED TALKS, en fin, muchísimas tecnologías que nos han acercado a más información para nuestro aprendizaje. Asimismo, el Dr. Vázquez nos compartió que, lo que sí ha sucedido es que, estos avances tecnológicos no han llevado a la necesidad de revalorar lo que es la educación y el rol que desempeñan los docentes en los procesos formativos. También, las nuevas tecnologías nos han hecho pensar y reflexionar sobre lo que significa la educación y el aula como un espacio de interacción educativo. Es muy importante que las instituciones educativas se replanteen la relevancia de los modelos pedagógicos existentes para formar a las nuevas generaciones y aplicar los cambios necesarios para una formación eficiente y de calidad para los estudiantes.

"Usar ChatGPT de manera correcta, ética y eficiente implica competencias y habilidades".

Más que un conocimiento tradicional lineal, el conocimiento aplicado es la clave. Una herramienta como ChaGPT bien utilizada, nos puede ayudar a promover el saber, pero también necesitamos proveer competencias como es el pensamiento complejo para llevar este saber, a un saber hacer y de ahí construir un ser. Asimismo, necesitamos generar modelos de evaluación donde no solo se replique la información, sino que mida competencias, para ello, el conocimiento aplicado puede ser la clave más que un conocimiento lineal tradicional. El profesor también nos comentó que es muy importante que las aulas sean una representación del mundo actual donde se practique el aprendizaje activo.

Transversalidad de la competencia de pensamiento complejo

El pensamiento complejo puede cruzar múltiples competencias. Puede impactar a la competencia de la inteligencia social, a la comunicación, al sentido ético y ciudadano, así como a cualquier disciplina; pero también desarrolla habilidades cognitivas valiosas para hacer elecciones, tomar decisiones y afrontar problemas con una visión argumentada, crítica, sistemática, innovadora e integrada. Para formar en la competencia de pensamiento complejo, los estudiantes deben:

1. Desarrollar un conocimiento objetivo y metodologías asociadas a sus disciplinas (el pensamiento científico).

2. Reconocer las problemáticas que afrontan como parte de un sistema (el pensamiento sistémico).

3. Tener la capacidad para cuestionar lo existente considerando diferentes perspectivas antes de tomar una decisión (el pensamiento crítico).

4. Ser creativos para considerar los caminos ya recorridos e identificar y plantear nuevos senderos (el pensamiento creativo e innovador).

"El aula debe ser una representación de la realidad compleja que viven los profesionistas".

Recomendaciones para las instituciones ante la inteligencia artificial

El foro económico mundial sugiere tres elementos que toda universidad debe considerar ante la inteligencia artificial:

1. La universidad debe estar un paso adelante, saber hacia dónde caminar o evolucionar y posteriormente actuar, no solo reaccionar.

2. Promover en los estudiantes el desarrollo de competencias y actitudes, no solo conocimiento.

3. La universidad debe tener programas flexibles en constante actualización.

Aunado a lo anterior, el Dr. José Carlos Vázquez Parra, agregó las siguientes sugerencias para las instituciones ante la IA.

1. Las universidades deben promover el desarrollo de habilidades y competencias transversales que desarrollen al individuo y no solo al profesionista.

2. Las universidades deben generar su propio conocimiento a través de la investigación para presentar en el aula con resultados propios.

3. Promover el aprendizaje activo con diversas colaboraciones para lograr que cualquier clase sea más valiosa que ver un video.

El pensamiento completo es una macro competencia indispensable ante la oportunidad que brinda y exige el correcto uso de la inteligencia artificial. De acuerdo con el profesor Vázquez Parra, los docentes debemos formar en competencias que desarrollen un juicio en los estudiantes para hacer uso correcto de la IA como una herramienta. Asimismo, ante la IA los estudiantes requieren ser críticos, saber plantear sus necesidades de manera correcta, tener claridad en los elementos que buscan, tener criterio, ser sensibles ante las necesidades de su entorno, tener inteligencia social, conocer su realidad y ser innovadores. El pensamiento complejo es una excelente manera de apreciar la IA como un elemento que implica sus propias necesidades cognitivas. Las herramientas basadas en IA nos pueden ayudar a promover el saber y nosotros promover competencia de pensamiento complejo para saber hacer y de allí con construir un ser.

Revive este webinar. Si tu idioma nativo no es el español puedes activar la traducción instantánea subtitulada de YouTube incluida en este artículo. Para activar esta opción selecciona en YouTube la opción Subtítulos (aparecerán los subtítulos en español) posteriormente selecciona la opción Configuración ->Subtítulos -> Traducir automáticamente y selecciona el idioma que prefieras.

El Dr. José Carlos Vázquez Parra ( jcvazquezp@tec.mx) es profesor de la Escuela de Humanidades y Educación e investigador del Instituto para el Futuro de la Educación del Tecnológico de Monterrey. Es parte del grupo de investigación interdisciplinar R4C en donde se especializa en el estudio de la competencia de pensamiento complejo y sus subcompetencias. Es líder del proyecto Social Entrepreneurship Learning for Complexity, desde el cual investiga la relación entre el emprendimiento social y el pensamiento complejo.

Este artículo del Observatorio del Instituto para el Futuro de la Educación puede ser compartido bajo los términos de la licencia CC BY-NC-SA 4.0

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Rubí Román - (rubi.roman@tec.mx) Editora de los artículos Edu bits y productora de los Webinars del Observatorio. - "Aprendizajes que inspiran".

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Descubre qué es el pensamiento complejo y por qué es necesario que los estudiantes desarrollen esta competencia.

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Estrategias de enseñanza basadas en la evidencia

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Estrategias de enseñanza basadas en la evidencia

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6 Evidence-Based Instructional Practices Drawn From Cognitive Science

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These research-backed strategies have the capacity to help students learn and retain more information.

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Es un eje que permite establecer el proceso de aprendizaje mediante el cual los niños, niñas y adolescentes trabajan e integran en su vida los conceptos, valores, actitudes y habilidades que les permiten comprender y manejar sus emociones, construir una identidad personal, mostrar atención, cuidado hacia los demás, colaborar, establecer relaciones positivas, tomar decisiones responsables, aprender a manejar situaciones retadoras, de manera constructiva y ética.

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Esta guía busca brindar herramientas para fortalecer un pleno desarrollo personal que resulta en la construcción de una comunidad armónica libre de violencias, con niños, niñas y adolescentes que vivencian sus proyectos de vida.

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Manual de Prácticas Restaurativas en el Ámbito Educativo

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Manual de Prácticas Restaurativas en el Ámbito Educativo

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Manual de Prácticas Restaurativas en el Ámbito Educativo - Recursos

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Este manual ofrece al equipo de profesionales que intervienen en el ámbito educativo un soporte teórico-práctico con relación al enfoque restaurativo que les permita promover e implementar, de manera efectiva y continua su respectivo rol desde una filosofía restaurativa.

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Brinda elementos para reconocer contextos en los que sea necesario brindar apoyo psicoemocional a las familias; asi como generar espacios para el fortalecimiento del tejido social como componente esencial en la superación de problematicas sociales a raíz de la emergencia sanitaria

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prevención de situaciones de riesgo

(suicidio)

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Las actividades que causan gozo y asombro en los niños les ayuda a desarrollar los aspectos cognitivo, lenguaje y creatividad.

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LINEAMIENTOS PARA LA EVALUACIÓN DIAGNÓSTICA

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LINEAMIENTOS PARA LA EVALUACIÓN DIAGNÓSTICA

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DE ASPECTOS SOCIOEMOCIONALES EN EL CONTEXTO

EDUCATIVO

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Fortalecer el desarrollo integral de las y los estudiantes implica integrar habilidades cognitivas, intrapersonales e interpersonales en los elementos del currículo nacional

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Inserción curricular del ámbito de Educación Cívica, Ética e Integridad

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La estrategia apunta a fortalecer los derechos, la práctica de valores éticos y la identidad nacional, para construir un tejido social cohesionado, armónico e inclusivo

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Departamento de Consejería Estudiantil DECE

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Departamento de Consejería Estudiantil DECE

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Departamento de Consejería Estudiantil DECE – Ministerio de Educación

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Departamento de Consejería Estudiantil DECE |

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Guía práctica para el abordaje del Acoso Escolar

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Guía práctica para el abordaje del Acoso Escolar

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OEI | República Dominicana | Publicaciones | Index for Inclusion - Guía para la Educación Inclusiva

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Guía para la Educación Inclusiva: Desarrollando el aprendizaje y la participación en los centros escolares Esta versión española se edita para España y los países de Iberoamérica por FUHEM y la OEI con la licencia de Tony Booth.