{"id":550,"date":"2015-02-23T06:41:38","date_gmt":"2015-02-23T06:41:38","guid":{"rendered":"http:\/\/www.norn.is\/einar\/?p=550"},"modified":"2017-09-24T10:59:30","modified_gmt":"2017-09-24T10:59:30","slug":"god-haskolakennsla-og-slaem","status":"publish","type":"post","link":"https:\/\/www.norn.is\/einar\/2015\/02\/23\/god-haskolakennsla-og-slaem\/","title":{"rendered":"G\u00f3\u00f0 h\u00e1sk\u00f3lakennsla og sl\u00e6m"},"content":{"rendered":"

\"\"L\u00edklega hafa allir sem gengi\u00f0 hafa \u00ed h\u00e1sk\u00f3la kynnst b\u00e6\u00f0i g\u00f3\u00f0ri og sl\u00e6mri kennslu. \u00dea\u00f0 er reyndar einstaklingsbundi\u00f0 hva\u00f0 hentar hverjum nemanda best, og s\u00f6mulei\u00f0is geta kennarar \u00e1tt au\u00f0veldara me\u00f0 a\u00f0 gera g\u00f3\u00f0a hluti me\u00f0 einni a\u00f0fer\u00f0 frekar en annarri. \u00de\u00f3 eru til kennslua\u00f0fer\u00f0ir sem m\u00e9r finnst \u00f3h\u00e6tt a\u00f0 segja a\u00f0 s\u00e9u alltaf vondar. \u00c9g tek til d\u00e6mis hiklaust undir \u00fea\u00f0 sem Edda Konr\u00e1\u00f0sd\u00f3ttir, oddviti R\u00f6skvu, sag\u00f0i \u00ed\u00a0n\u00fdlegu vi\u00f0tali<\/a>, a\u00f0 n\u00e1msmat sem byggir eing\u00f6ngu \u00e1 lokapr\u00f3fi s\u00e9 \u00farelt. Og ekki bara \u00farelt, heldur hefur sl\u00edkt n\u00e1msmat aldrei veri\u00f0 til \u00feess falli\u00f0 a\u00f0 hvetja nemendur.<\/p>\n

Eins og \u00e9g\u00a0sk\u00fdr\u00f0i fr\u00e1 n\u00fdlega<\/a>\u00a0\u00e6tla \u00e9g a\u00f0 s\u00e6kja um starf rektors vi\u00f0 H\u00e1sk\u00f3la \u00cdslands. Eitt af \u00fev\u00ed sem mig langar a\u00f0 koma til lei\u00f0ar eru fj\u00f6lbreyttari kennsluh\u00e6ttir og n\u00e1msmat sem stu\u00f0lar a\u00f0 betri menntun nemenda.<\/p>\n

Hvert er markmi\u00f0 n\u00e1msins?<\/strong><\/h3>\n

Reynsla m\u00edn af h\u00e1sk\u00f3lakennslu er fr\u00e1 Sv\u00ed\u00fej\u00f3\u00f0, \u00cdslandi og Skotlandi, auk \u00feess sem \u00e9g var a\u00f0sto\u00f0arkennari me\u00f0 n\u00e1mi \u00ed Bandar\u00edkjunum. \u00c9g var sj\u00e1lfur \u00ed grunnn\u00e1mi vi\u00f0 University of Pennsylvania og doktorsn\u00e1mi vi\u00f0 MIT. Eins og n\u00e1nast er algilt um bandar\u00edska h\u00e1sk\u00f3la l\u00e6r\u00f0i \u00e9g margt anna\u00f0 \u00ed grunnn\u00e1minu en a\u00f0alfagi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i (og heimspeki sem \u00e9g t\u00f3k sem aukafag), svo \u00e9g kynntist kennsluh\u00e1ttum \u00ed \u00fdmsum deildum. Sammerkt \u00feeim \u00f6llum var mikil \u00e1hersla \u00e1 s\u00edfellda verkefnavinnu yfir alla \u00f6nnina, og n\u00e1msmati\u00f0 bygg\u00f0ist a\u00f0 st\u00f3rum hluta, stundum alfari\u00f0, \u00e1 verkefnavinnu. \u00deetta vir\u00f0ist gilda um flesta h\u00e1sk\u00f3la \u00ed Bandar\u00edkjunum, og hugmyndin er einf\u00f6ld:<\/p>\n

Til a\u00f0 nemendum gangi vel \u00ed n\u00e1mi \u00feurfa \u00feeir a\u00f0 vinna st\u00f6\u00f0ugt; n\u00e1m sn\u00fdst ekki um a\u00f0 tro\u00f0a \u00ed sig sta\u00f0reyndum \u00e1 sk\u00f6mmum t\u00edma og skila \u00feeim svo aftur \u00ed nokkurra klukkustunda pr\u00f3fi, heldur um a\u00f0 tileinka s\u00e9r \u00e1kve\u00f0na f\u00e6rni. \u00de\u00f3tt \u00f3hj\u00e1kv\u00e6milegt s\u00e9 a\u00f0 nemendur l\u00e6ri utana\u00f0 \u00fdmsar sta\u00f0reyndir, \u00fe\u00e1 s\u00e6mir \u00fea\u00f0 ekki g\u00f3\u00f0ri kennslu a\u00f0 gera \u00feess konar utanb\u00f3karl\u00e6rd\u00f3m a\u00f0 markmi\u00f0i \u00ed sj\u00e1lfu s\u00e9r, heldur \u00e6tti utanb\u00f3kar\u00feekking a\u00f0 vera aflei\u00f0ing vinnunnar.<\/p>\n

Sl\u00edk verkefni eru breytileg eftir n\u00e1msgreinum, og geta til d\u00e6mis veri\u00f0 a\u00f0 skrifa ritger\u00f0 um strauma og stefnur \u00ed menntav\u00edsindum \u00e1 mi\u00f0ri tuttugustu \u00f6ld e\u00f0a a\u00f0 greina leysanleika \u00ed tilteknum flokki diffurjafna, e\u00f0a a\u00f0 l\u00fdsa samspili \u00fdmissa frumul\u00edff\u00e6ra. \u00de\u00f3tt \u00f3hj\u00e1kv\u00e6milegt s\u00e9 a\u00f0 nemendur l\u00e6ri (n\u00e1nast utana\u00f0) \u00fdmiss konar einfaldar sta\u00f0reyndir, eins og t.d. hven\u00e6r Piaget setti fram tilteknar kenningar, e\u00f0a form\u00falu fyrir lausnum fyrsta stigs diffurj\u00f6fnu, e\u00f0a hva\u00f0 er s\u00e9rstakt vi\u00f0 erf\u00f0aefni hvatbera, \u00fe\u00e1 s\u00e6mir \u00fea\u00f0 ekki g\u00f3\u00f0ri kennslu a\u00f0 gera \u00feess konar utanb\u00f3karl\u00e6rd\u00f3m a\u00f0 markmi\u00f0i \u00ed sj\u00e1lfu s\u00e9r, h\u00fan \u00e1 a\u00f0 \u00fej\u00e1lfa nemendur til a\u00f0 takast \u00e1 vi\u00f0 verkefni sem enn hafa ekki veri\u00f0 samin.<\/p>\n

Sennilega myndu flestir kennarar taka undir \u00feessar\u00a0tv\u00e6r sta\u00f0h\u00e6fingar:<\/p>\n