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Ce \u00eenva\u021b\u0103 elevii contribuind la \u00eembun\u0103t\u0103\u021birea mediului construit al \u0219colii prin colaborare?\u00a0My School can be Cool<\/em> \u00eencorporeaz\u0103 experien\u021be, atitudini \u0219i valori ce se reg\u0103sesc \u00een curriculum \u0219i antreneaz\u0103:\u00a0<\/span><\/p>\n \u00cen My School can be Cool<\/em><\/span>\u00a0\u00eenv\u0103\u021barea are loc prin ac\u021biune. Organiza\u021bi \u00een grup, elevii realizeaz\u0103 proiecte prin care integreaz\u0103 cuno\u0219tin\u021be \u0219i abilit\u0103\u021bi din diverse domenii, \u00ee\u0219i dezvolt\u0103 abilit\u0103\u021bi intelectuale de nivel superior, promoveaz\u0103 studiul \u0219i munca autonom\u0103, munca \u00een echip\u0103 \u0219i autoevaluarea.\u00a0<\/span> Pentru a evalua competen\u021bele antrenate prin My School can be Cool<\/em><\/span>, aplic\u0103m modelul bazat pe finalit\u0103\u021bi –<\/span> backward design<\/span><\/i> (<\/span>Wiggins<\/span>,\u00a0<\/span>G., & McTighe<\/span>,\u00a0<\/span>J<\/span>. (<\/span>2005<\/span>)\u00a0<\/span>Understanding by design<\/span><\/i>\u00a0(2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development ASCD; <\/span>Understading by Design Framework<\/span><\/i> 2015 <\/span>UbD_WhitePaper0312.pdf). \u00cen designul bazat pe finalit\u0103\u021bi, pornim de la rezultate (criterii de reu\u0219it\u0103), mergem \u00eenapoi la obiective educa\u021bionale \u0219i apoi la activit\u0103\u021bile \u0219i resursele necesare pentru atingerea criteriilor de reu\u0219it\u0103. Acest model face posibil\u0103 evaluarea pentru \u00eenv\u0103\u021bare. Evaluarea devine un proces de c\u0103utare \u0219i interpretare de dovezi ce sprijin\u0103 elevul \u0219i profesorul s\u0103 decid\u0103 unde se afl\u0103 elevul \u00een procesul \u00eenv\u0103\u021b\u0103rii, unde ar trebui s\u0103 ajung\u0103 \u00een etapa imediat urm\u0103toare \u0219i cum poate s\u0103 ajung\u0103 acolo cel mai eficient. Pentru ca evaluarea s\u0103 sprijine \u00eenv\u0103\u021barea, este necesar s\u0103 comunic\u0103m explicit elevilor natura rezultatelor a\u0219teptate \u00een \u00eenv\u0103\u021bare, competen\u021bele pe care le dezvolt\u0103, ce \u00eenseamn\u0103 o anumit\u0103 competen\u021b\u0103 dezvoltat\u0103 (oferindu-le exemple).<\/span><\/p>\n Profesorii \u0219i arhitec\u021bii se pliaz\u0103 pe traseul construit \u00eempreun\u0103 cu elevii pornind de la ce \u0219tiu (\u00eenv\u0103\u021barea anterioar\u0103) la \u00eenv\u0103\u021barea dorit\u0103 (realizarea obiectivelor propuse). Profesorii fac uz de ceea ce Hattie nume\u0219te <\/span>expertiz\u0103 adaptativ\u0103<\/span><\/i>, expertiz\u0103 care se dezvolt\u0103 \u0219i la nivelul elevilor, pe m\u0103sur\u0103 ce \u00ee\u0219i formeaz\u0103 competen\u021bele de autoreglare. (John Hattie (2014). <\/span>\u00cenv\u0103\u0163area vizibil\u0103. Ghid pentru profesori<\/span><\/i>. Editura Trei, p. 242)<\/span><\/p>\n Evaluarea \u00een sprijinul \u00eenv\u0103\u021b\u0103rii presupune ca elevii \u0219i profesorii s\u0103 fie con\u0219tien\u021bi de scopul activit\u0103\u021bii \u0219i s\u0103 aib\u0103 o imagine clar\u0103 a finalit\u0103\u021bii vizate. Competen\u021bele sunt constructe complexe. Dac\u0103 le \u00eemp\u0103r\u021bim \u00een subcomponente, sprijinim \u0219i procesul de evaluare, \u0219i procesul de \u00eenv\u0103\u021bare. Am defalcat scopul generic<\/span> \u00eembun\u0103t\u0103\u021birea mediului construit al \u0219colii prin colaborare<\/em> \u00een dou\u0103 competen\u021be, complementare: <\/span><\/p>\n 1) \u00een\u021belegerea rela\u021biei dintre mediul construit \u0219i utilizatorii acestuia;<\/span><\/p>\n 2) ameliorarea mediului construit al \u0219colii prin demersuri documentate, creative \u0219i colaborative. Pentru fiecare competen\u021b\u0103 am construit 6 niveluri, dintre care primul este de baz\u0103, cel de-al \u0219aselea este nivelul maxim dezirabil.<\/span><\/p>\n \u00cen demersul de evaluare propunem ca principale metode <\/span>observarea<\/b> (realizat\u0103 de profesor\/architect) \u0219i <\/span>autoevaluarea<\/b> (realizat\u0103 de elev). Acestor metode le sunt asociate dou\u0103 instrumente:\u00a0 fi\u0219a 1 (Evaluare semestrul I)<\/strong> \u0219i fi\u0219a 2 (Evaluare semenstrul II)<\/strong>, care reflect\u0103, \u00een oglind\u0103 (pentru profesor \u0219i elev), modul \u00een care elevul \u00ee\u0219i dezvolt\u0103 competen\u021ba \u00een timp.\u00a0<\/span><\/p>\n Cele dou\u0103 fi\u0219e descriu dezvoltarea treptat\u0103 a competen\u021belor \u00een 6 trepte de performan\u021b\u0103, formulate \u00een termeni de comportamente specifice. Comportamentele sintetizate \u00een fi\u0219\u0103 vizeaz\u0103 at\u00e2t abilit\u0103\u021bi de tip cognitiv, c\u00e2t \u0219i competen\u021be sociale. <\/span>Fi\u0219ele con\u021bin descriptori de performan\u021b\u0103, care orienteaz\u0103 observarea activit\u0103\u021bii elevilor \u0219i \u00eei ajut\u0103 pe profesori\/arhitec\u021bi s\u0103 ofere feedback formativ. Aceia\u0219i descriptori \u00eei ajut\u0103 pe elevi s\u0103 con\u0219tientizeze nivelul la care se afl\u0103, respectiv nivelul imediat mai \u00eenalt spre care se \u00eendreapt\u0103.<\/span><\/p>\n Profesorul \u0219i elevul observ\u0103 evolu\u021bia, \u00een timp, \u0219i asociaz\u0103 comportamentele din fi\u0219\u0103 cu exemple concrete. Descriptorii din fi\u0219e clarific\u0103 pentru elevi caracteristicile pe care urm\u0103rim s\u0103 le reg\u0103sim \u00een munca lor. Elevii pot \u00een\u021belege \u021bintele \u00eenv\u0103\u021b\u0103rii \u0219i criteriile pentru a avea succes \u00een contextul programului My School can be Cool<\/em><\/span>. Ajut\u0103 profesorii \u0219i arhitec\u021bii s\u0103 se coordoneze, iar pe elevi \u00eei ajut\u0103 s\u0103 \u00ee\u0219i urm\u0103reasc\u0103 propria evolu\u021bie \u0219i s\u0103 se mobilizele pentru a-\u0219i \u00eembun\u0103t\u0103\u021bi performan\u021bele. Descriptorii aduc claritate \u00een ceea ce prive\u0219te con\u021binutul \u0219i rezultatele. Evit\u0103 confuzia dintre sarcinile de lucru (ce \u201dtrebuie\u201d s\u0103 fac\u0103 elevii) \u0219i ceea ce \u00eenva\u021b\u0103 elevii. Fi\u0219ele de observare se focalizeaz\u0103 pe \u00eenv\u0103\u021bare, nu pe sarcinile de lucru. Elevii \u00ee\u0219i urm\u0103resc evolu\u021bia \u0219i identific\u0103 singuri ce aspecte din munca lor necesit\u0103 mai mare aten\u021bie. Folosind asemenea instrumente, elevii exerseaz\u0103 analize pe care le vor transfera \u00een alte domenii ale vie\u021bii lor, \u00een \u0219coal\u0103 \u0219i \u00een afara \u0219colii. \u00cen timp, fi\u0219a ofer\u0103 elevilor o imagine despre ce \u00eenseamn\u0103 s\u0103 colaborezi \u0219i pot exersa acele elemente care sunt \u00een faz\u0103 incipient\u0103 de dezvoltare. Modul \u00een care evolueaz\u0103 \u00een acest proiect, reprezint\u0103 doar o \u201dmostr\u0103\u201d pentru ceea ce elevii \u0219tiu \u0219i pot s\u0103 fac\u0103.<\/span><\/p>\n La \u00eenceputul fiec\u0103rui semestru, profesorul\/arhitectul discut\u0103 cu elevii despre aceste dou\u0103 fi\u0219e<\/strong>: \u00een ce constau, la ce sunt utile, cum se folosesc. Important este ca pentru elevi s\u0103 aib\u0103 sens aceste instrumente.\u00a0<\/span><\/p>\n La \u00eenceputul fiec\u0103rui semestru, profesorul analizeaz\u0103 cu elevii fi\u0219a pe care o vor folosi \u00een semestrul respectiv<\/strong>. Exerseaz\u0103 \u00eempreun\u0103 completarea fi\u0219ei, pentru a identifica neclarit\u0103\u021bile \u0219i pentru ca elevii s\u0103 \u00eenve\u021be s\u0103 o completeze singuri. Cu c\u00e2t elevii sunt mai familiariza\u021bi cu con\u021binutul fi\u0219ei, cu at\u00e2t le va fi mai util\u0103, pentru c\u0103 vor descoperi c\u0103 fi\u0219a \u00eei orienteaz\u0103 s\u0103 r\u0103spund\u0103 la \u00eentreb\u0103ri cum ar fi: <\/span>Spre ce m\u0103 \u00eendrept? Ce urmeaz\u0103?\u00a0<\/span><\/i>Apoi singuri sau \u00eempreun\u0103 cu ceilal\u021bi colegi \u0219i cu profesorul\/arhitectul, elevii vor g\u0103si r\u0103spunsuri \u0219i la \u00eentrebarea <\/span>Cum voi ajunge acolo?<\/span><\/i> Prima fi\u0219\u0103, care va fi utilizat\u0103 \u00een primul semestru, r\u0103m\u00e2ne deschis\u0103 pentru complet\u0103ri care pot ap\u0103rea \u0219i pe semestrul doi.\u00a0<\/span><\/p>\n Elevii \u0219i profesorii folosesc aceea\u0219i fi\u0219\u0103<\/strong>. Elevul completeaz\u0103 fi\u0219a \u00een timpul semestrului \u0219i \u00ee\u0219i argumenteaz\u0103 autoevaluarea cu exemple (coloana din dreapta). Pe parcursul semestrului, \u00een timpul activit\u0103\u021bilor curente din program, profesorul\/arhitectul \u00eei invit\u0103 pe elevi s\u0103 analizeze ceea ce au \u00eenv\u0103\u021bat, folosind fi\u0219a.\u00a0<\/span><\/p>\n Elevul trimite profesorului fi\u0219a completat\u0103 spre finalul fiec\u0103rui semestru<\/strong> (decembrie-ianuarie, respectiv mai-iunie). Profesorul observ\u0103 evolu\u021bia fiec\u0103rui elev, \u0219i discut\u0103 individual pe baza fi\u0219ei<\/strong>, folosind exemplele date de acesta \u0219i propriile sale observa\u021bii. Important este ca elevul s\u0103 exerseze autoevaluarea \u00een sens formativ. Ce este necompletat arat\u0103 c\u0103 acel comportament \u00eenc\u0103 nu a fost atins, dar r\u0103m\u00e2ne \u00een aten\u021bia elevului \u0219i profesorului. Elevul poate reveni asupra primei fi\u0219e \u0219i \u00een semestrul al doilea<\/strong>. Completarea fi\u0219ei reflect\u0103 evolu\u021bia \u00een timp. Este posibil ca unele dintre comportamente s\u0103 fie vizibile abia dup\u0103 ce se \u00eencheie programul, eventual dup\u0103 ce exerseaz\u0103 acelea\u0219i tipuri de competen\u021be \u0219i \u00een alte programe. <\/span>Fi\u0219ele completate se \u00eencarc\u0103 pe un domeniu ce va fi comunicat.\u00a0<\/span><\/p>\n Profesorul \u0219i arhitectul discut\u0103 pe marginea fi\u0219elor<\/strong>, astfel \u00eenc\u00e2t to\u021bi participan\u021bii la program s\u0103 analizeze rezultatele, tendin\u021bele, reu\u0219itele, precum \u0219i aspectele care pot fi \u00eembun\u0103t\u0103\u021bite. \u00cen acest sens, profesorii \u0219i arhitec\u021bii vor avea la dispozi\u021bie <\/span>instrumente de feedback pe site.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”3.25″ custom_padding=”|||” custom_padding__hover=”|||”][et_pb_button 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My School can be Cool<\/em><\/span> reflect\u0103 faptul c\u0103 spa\u021biul \u0219colii, procesul de realizare a unei \u00eembun\u0103t\u0103\u021biri, precum \u0219i rezultatul sunt conectate cu foarte mul\u021bi oameni (elevi, profesori, arhitec\u021bi \u0219i al\u021bi speciali\u0219ti, sponsori) \u0219i diver\u0219i factori (timp, spa\u021biu, resurse locale etc.). Complexitatea demersurilor specifice\u00a0My school can be cool<\/em><\/span> se reflect\u0103 \u00een complexitatea situa\u021biilor de \u00eenv\u0103\u021bare la nivelul elevilor \u0219i la nivelul comunit\u0103\u021bii \u0219colare. Un asemenea tip de \u00eenv\u0103\u021bare antreneaz\u0103<\/span> competen\u021be care sunt mai dificil de evaluat \u0219i presupun mai mult timp \u0219i efort. Respect\u00e2nd recomandarea lui Andy Hargreaves: \u201dm\u0103sura\u021bi ceea ce pre\u021bui\u021bi \u00een loc s\u0103 pre\u021bui\u021bi ceea ce pute\u021bi m\u0103sura!\u201d<\/em>, cum proced\u0103m?<\/span><\/p>\nCum evalu\u0103m?<\/h2>\n
Ce metode \u0219i instrumente folosim?<\/h2>\n
C\u00e2nd \u0219i cum?<\/h2>\n