"Hogan (1997) defined an instructional scaffold as “a tool for enculturating students into the thinking patterns of experts” (p. 2). Although used initially to describe the specific support that an adult (or more expert individual) provides to a child (or novice) while working on a task (Wood, Bruner, & Ross, 1976), the scaffolding metaphor is now used more broadly to describe additional forms of support and contexts of interaction, such as support that is distributed among multiple participants and artifacts (Tabak, 2004)" (Peggy A Ertmer, 2014) ... leer mas |
Teamwork and role desginacion
The teacher carried just the conformation of the groups according to the results presented by the students to a practical test previously applied (see document skills test) and established prior experience where young behaviors can be compared and make a separation by roles.
Teachers analyze the test results and classify the student in one of the four roles, this decision will be made in consideration of the students in order to ensure that it is as fair as possible.
Each team will consist of four (4) students, where each of them will have a role within the project:
The teacher carried just the conformation of the groups according to the results presented by the students to a practical test previously applied (see document skills test) and established prior experience where young behaviors can be compared and make a separation by roles.
Teachers analyze the test results and classify the student in one of the four roles, this decision will be made in consideration of the students in order to ensure that it is as fair as possible.
Each team will consist of four (4) students, where each of them will have a role within the project:
Collector information:
Designer:
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Analyst:
Communicator:
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The themes that students should consider in developing your project will be raised by them, by applying the methodological tool of mental map, accompanied at all times by the accompanist teacher who will lead the subjects to which they have been established before allowing the student to generate from its knowledge possible topics, making conjectures and organizing information so that it starts with the development of skills and knowledge deduction and association.
Each shall establish their functions according to two responsibilities with two deliverables at the end of the project, they should contribute to this solution These will be copied to your personal dashboard where the main ideas of the project were developed.
Each shall establish their functions according to two responsibilities with two deliverables at the end of the project, they should contribute to this solution These will be copied to your personal dashboard where the main ideas of the project were developed.
Specific Teamwork
It should generate a trigger questions for sessions, for example: how fluids affect the electrical circuits? They must answer this question with contributions from the entire group. The communicator and information collector should write the answers given by their peers and association with project, should seek examples on websites where justified replies. The communicator will direct the conversation chaining answers to general questions. The communicator must be aware that each companion participate actively in the conversation, time caring and respect in the interventions. |
Self study
Students generate questions that arise from general laboratory activities and activities related to the answer to question wing, the individual papers copied and pasted into your board in a specific place for questions that must result, when these arise should do a search for the information response to these or seek help from their teacher. It is a function of collector information write these questions with their answers in the space designated for teamwork, if we and submit questions or solutions, this track will be evaluated by the teacher. |
Apply of scaffolds:
- Apply at meetings where the issues are more complex and misconceptions.
- Applied in group sessions where young people should develop their project.
- When some young need to rely on other methods or options to understand a particular subject or has problems with his work group.
Monitoring and feedback:
Are two asesories with a duration of 15 minutes on different days, in addition to general consultations established at each meeting, where they must make a query about the progress of the group, acquired concepts (as established objectives and standards) and as the work of each team, role playing and communication develops. The young people who has learning problems be addressed with individual sessions where they ask you about your difficulties and they will propose different ways to solve your problem, if it is problem learning (complex issues) these being, an addressed through further reading as presented in the book: "Nanotechnology for dummies". |
If the drawbacks presented refer to the group a meeting where all members are treated as potentially agreements be organized.
Individual work will be evaluated by the thoughts generated in each session, in addition to monitoring compliance with the objectives assigned to it according to their role, information presented and how to tackle it will be useful part of their qualifications will be made.
Individual work will be evaluated by the thoughts generated in each session, in addition to monitoring compliance with the objectives assigned to it according to their role, information presented and how to tackle it will be useful part of their qualifications will be made.
how to work these issues?
This methodology aims to work the same issues from different prespective working: visual learning, simulation learning, learning by manual activities (creativity) and learning experience through experiments. Each group should rotate through the different workstations raised as shown in the figure and continue the activities established in the laboratory activities of the session. |
Specific areas where students are likely to have misconceptions
Specific areas where students are likely to have difficulty Surface phenomena - Capillary - Surface tension. Electrical conduction phenomena - electronic components |