Dæmi um námskrárlíkön - University of Iceland

Dæmi um námskrárlíkön - University of Iceland

Vifangsefni okkar dag: Markmi kennslu Hvaa hlutverki gegna au? Hvaa ingu hafa au? Hversu mikla herslu a leggja au? Hvernig er best a setja au fram ( fangalsingum, fyrir nemendur)? (Hver a kvea markmiin?) sl202 litaml litaml ofan F efni kennslufrum eru umdeildari en ing markmia lk vihorf: Markmi eru grundvllur nms og kennslu Markmi geta jafnvel hindra nm Vitkt samkomulag snist um a markmi su ...

1. Mikilvgur leiarvsir um skipulag kennslunnar 2. ingarmikil vi kynningu (fyrir nemendur, samstarfsmenn, ara) 3. Mikilvg forsenda ess a nemendum s ljs tilgangur nmsins 4. Forsenda ess a unnt s a meta kennsluna skipulega (kennari, nemendur, arir) Markmi eru flokku msa vegu - T.d. eftir v hvort au eru langdrg ea skammdrg Almenn markmi Einstk nmsmarkmi Langtmamarkmi

Skammtmamarkmi Meginmarkmi fangamarkmi Yfirmarkmi repamarkmi Lokamarkmi Atferlismarkmi (Aims, Goals) (Objectives) Nemendur ni gum tkum mltu mli

Nemendur geti flutt stutta ru mehlisjn af minnispunktum Vrur markmisumrunni Franklin Bobbitt (1918) Ralph Tyler (1949) Benjamin Bloom o.fl. (1956, 1964) Robert Mager (1962) ... Gastalahreyfingin (Standards movement) Ralph Tyler (1902-1994) Einn hrifamesti sklamaur sem uppi hefur veri tta ra rannsknin Eight-Year Study (19331941) Basic Principles of Curriculum and

Instruction 1949 (36 tgfur 1994) Ralph Tyler (1949) Basic Principles of Curriculum and Instruction Undirbningi kennslu (nmskrrger) er best htta me v a svara ( essari r) eftirfarandi spurningum: 1. Hver er tilgangur kennslunnar? Hver eru markmiin? 2. Hvaa vifangsefni (educational experiences / learning experiences) eru lkleg til a stula a v a essi markmi nist? 3. Hvernig er heppilegast a skipuleggja essi vifangsefni?

4. Hvernig er unnt a meta hvort essi tilgangur hefur nst? (Tyler 1949, bls. 1.) Nokkrar meginhugmyndir Tylers um nmsmat Markmiin eru grunnur alls mats Matsaferir vera a vera samrmi vi markmiin Frammistu nemenda arf a meta stugt (ekki bara lokin) Vettvangsathuganir, vitl, spurningalistar, markviss sfnun verkefna Einkunnir eru ingarlitlar einar sr - eim vera a fylgja umsagnir Atferli Inntak

Skilningur mikilvgum stareyndum M ar k ekking mi s heimildum taf la Ty le r: HfiHfi- Hfileiki til a Vsni og

leiki til a leiki til a gera grein fyrir roskaur tlka uppbeita niurstum hugi lsingar reglum Flagsl. vihorf Tyler: rjr meginrtur markmia: Nemandinn (Sur) Samflagi Heimspeki

Frigreinin Slfri Markvisst oralag sem lsir v atferli og eirri ekkingu sem a er stefnt Nmskrrrun einkennist af togstreitu hersla milun ekkingar Nm mia vi arfir, hugasvi og getu nemenda Frigreinin Nemandinn Samflagi

hersla gagnsemi Klein 1989 Hver eru mikilvgustu markmiin? Lsi (milalsi, vsindalsi) Tkniekking (milar, upplsingatkni) Samstarfshfni Gagnrnin hugsun

Skapandi hugsun Tjning Tungumlakunntta Frumkvi, dugnaur, rni Sjlfstraust Hlutverk framhaldsskla 2. grein laganna 2008 ... er a stula a alhlia roska allra nemenda og virkri tttku eirra lrisjflagi me v a bja hverjum nemanda nm vi hfi. Framhaldssklar ba nemendur undir tttku atvinnulfinu og frekara nm. eir skulu leitast vi a efla frni nemenda slensku mli, bi tluu og rituu, efla siferisvitund, byrgarkennd, vsni, frumkvi, sjlfstraust og umburarlyndi nemenda, jlfa guum og sjlfstum vinnubrgum, jafnrtti og gagnrninni hugsun, kenna eim a njta menningarlegra vermta og hvetja til ekkingarleitar. Framhaldssklar sinna milun ekkingar og jlfun nemenda annig a eir list frni til a gegna srhfum strfum og hafi forsendur til a skja sr frekari menntun.

Vi lok hafi fengi alhlia menntun sem ernm vi hfi hvers og eins s nm og/ea starf jflagi

su undir a bnir a fara framhaldandi fram sem er sfelldri run geri sr ljst a nmi lkur ekki vihald lok sklagngu heldur er nausynlegt sskl og reynslu a halda fram a afla sr nrrar ekkingar hafi fengi ga ekkingu slensku a er samflagi kunni skil rttindum og skyldumstefn einstaklings lrisjflagi hafi tami sr sjlfsti hugsun og vinnubrgum, byrg eigin t a nmi, last sjlfstraust og lrt a bera v viringu fyrir sjlfum sr og rum a hafi rkta me sr gagnrna hugsun,

nemdmgreind og umburarlyndi su frir um a tj skoanir snar, endu taka kvaranir og su hrddir vi breytingar nmi og starfi. r: Aalnmskr, 2004 hrifamikil rit Bloom, Benjamin o.fl. 1956. Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook 1. Cognitive Domain. New York: David McKay Company, Inc. Krathwohl, David, R. o.fl. 1964. Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook II. The Affective Domain. [Endurprentun 1974.] New York: David McKay Company, Inc.

ekking Vihorf Leikni Markmiskerfi B. Bloom o.fl. ekking Vihorf Leikni Mat Heildsttt gildismat Heildarsn / byrg

Al / rkt Skapandi tjning Svrun / tttaka Svrun Nmyndun / skpun Greining Beiting Skilningur Kunntta Algun Flkin frni Vlrn leikni Vileitni

Athygli / eftirtekt Skynjun ekkingarsvii samkvmt Bloom ekking ensku Dmi Mat Evaluation Nmyndun Synthesis Greining

Analysis Beiting Application Meta, gagnrna, taka afstu Mta, semja, skapa, breyta, ra Greina, skilgreina, tengja, rkstyja Beita, reikna, flokka, sna Skilningur Comprehension Kunntta

Knowledge Muna, ekkja, nefna, rifja upp, velja Lsa, umora, a, skra, umskrifa Upphafleg heiti N heiti Mat Skpun Nmyndun Mat

Greining Greining Beiting Beiting Skilningur Skilningur Kunntta Minni (Teki r sningu Denise Tarlinton) Gildi ess a styjast vi flokkunarkerfi Gtlisti vi undirbning kennslu muna eftir verkefnum sem reyna skilning, hugsun, skpun

verkefnager ger spurninga Nmsefnisger Prfger Nmskrrger Nmsmat (vi mat rlausnum) Hvernig er best a setja fram markmi? Linn, Miller og Gronlund: Markmi a setja fram sem lsingu frammistu nemenda a lokinni kennslu Ekki sem lsingu v sem kennarar ea

nemendur gera Verkefni Skoi markmi fanganna Hvers elis eru markmiin? hva reyna au? (ekking, skilningur, hugsun, skpun, leikni, vihorf) Hversu vel eru markmiin sett fram? Skilja nemendur au? Gefa markmiin skra vsbendingu um hvernig eim veri best n? Er ljst hvernig unnt er a meta hvort eim hafi veri n?

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