Método para un trabajo transdisciplinario de innovación pedagógica en la escuela

Isidora Mena EdwardsPsicóloga y Dra. en Ciencias de la Educación

Universidad Católica de Chile

aprender para crear

Learning to be creative

A method for pedagogic innovation in the school.

SchoolMethod a. Develop creativity by understand knowledge

b. As a collaborative planification

Research

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1. School

Inhibiting creativity

Fostering creativity

Gestión escolar: organización como comunidad de aprendizaje y creatividad

Enseñanza en sala de clases

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School’s Managment: towards a comunity of learning and creativity

Teaching in the classroom

Transform in to a creative school

Teaching in the classroom

I will show you work and research aimed to transform every classroom into a strong community that fosters creativity and continuous learning.

2. Método / Method

a) Desarrollar la creatividad a travès de entender el conocimiento

Develop creativity by understand knowledge

Propiedad real del petróleo: alta explosividad

El hombre desarrolla la tecnología para usarlo para volar

José Antonio Marina, Teorìa de la inteligencia creadora, 2000

“Things have real properties, departing from which, we, the human, invent and develop new free properties” (Marina, 2000, unofficial translation)

For ejample:To be highly explosive is a real property of Oil. But we saw on that the possibility of designing an engine that can help people move and even fly…

Assumption:Assumpltion: Real properties of things (our set of ideas about them) are already a human construction…

Learning to ‘deconstruct’ our knowledge about things, allows us to set free our creative intelligence

Properties of a tower:TALL and STYLIZED

(Free) properties of a tower:A SET OF STACKED, CHUBBY CUBES

(Free) properties of a tower:A SET OF CHUBBY CUBES THAT CAN BE STACKED INTO DIFFERENT CONFIGURATIONS

Free properties of a tower:A SET OF CHUBBY CUBES THAT CAN BE ARRANGED INTO DIFFERENT CONFIGURATIONS AND THREE DIMENSIONS

(Free) properties of a tower:A SET OF CHUBBY CUBES THAT CAN BE ARRANGED INTO DIFFERENT CONFIGURATIONS WITHIN A GIVEN SPATIAL SETTING…

The classroom as the space for learning

The free properties of the knowledge:

• Deep understanding is the base for inventions• Understand components and their relationships• Experience how creative action operates within a group

aprender para crear

1. Unveil tensions

2. Consider multiple perspectives

3. Reveal essential links and interdependences

4. Apply knowledge in other distant fields

4 principles for effective knowledge transfer

1 : develar tensiones // unveil tensions

• Recognize the tensions that caused (or could have caused) a given initial query

i.eWhy oceans has big waves and lakes do not?

Why are we sometimes happy and sometimes not, without any identifiable events?

How a plant can grow, if I can´t see it eating like humans or animals do?

That question is what produces the emotion / motivation for the action to investigate / explore / learn

– Produces cognitive dissonance– Proposes a goal, a dream to know why

... And that is the engine for creativity: the tensions, conflicts, the unknown…

(autores….)

2 : Considerar múltiples perspectivas Consider multiple perspectives

Why the oceans have big waves and lakes not?

1st Perspective: Elements around the sea / lake can make a difference ... The wind, the moon

Observe from different perspectives

e.i

i.e

• 2s Perspectivas: otros fenómenos con olas

2s outlook: other wave phenomena

3 : Develar relaciones esenciales y cercanas Reveal essential links and interdependences

1. Show primary relationships that allow the comprehension of the main tensions that lie beneath a given phenomenon

2. Select some close, easy to understand tension/relatioinship, useful to illustrate and comprehend the phenomenon

Relaciones primarias Relaciones secundariasPrimary relationships Secondary relationships

• Wind / Surface of thewater / gravity• Conflicted energies in tension (Eolic-Gravity)• Sea/Lake bed depth• Positive or negative feedback loops that increase or neutralize wave’s energy

• Moon’s effect on tides• Tectonic movements have an effect on waves• Given geographical settings that increase the effect of wind in the surface of water bodies• Effects of waves in the shoreline

i.e

4 : Establish far fetched, not directly correlated relationships establecer relaciones lejanas

Write a romantic sentence using your knowledge about waves,.

compare waves and curly hair…(Without seeking nformation about hair)

i.e

Olas en el mar

• Aprender cosas relevantes sobre la realidad• Aprender a ser creativo

– Reconocer tensiones

– Perspectivas multiples

– Relacionar

– Relaciones lejanas

aprender para crear1. Learning useful things about reality

2. Learning to be creative:•Identifying tensions•Dealing with multiple perspectives•Making relationships between things•Making distant relationships between things

Método

b)Planificación colaborativa de profesores

Method b) A Teachers collaborative planification

1. Breaks down knowledge into essential components, identifying key questions and relationships

3. Implements the class/lesson

2. Designs classroom lessons and activities

Teachers create collaborativement

SchoolMethod a. Develop creativity by understand

knowledge

b. As a collaborative planification

Research

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Learnin

g to

be cre

ativ

e

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A cuasi experimental study, which objective was to analyze the impact in the student’s learningonce they where taught by teachers trained in creativity liberation and promotion

methodology (learning for creating).

The study compared pre – post three experimental institutions and three control, in second grade of high school.

Research

Grupo experimental

3 secundary schools/ 2 grade: 15 teachers

Post(profesores + estudiantes)

Post(profesores + estudiantes)

Grupo control

2 escuelas sec/ 2 nivel : 15 profesores c/u

Estudio cualitativo

Post

Teachers

Student

Pre

TeachersStudent

Capacitación Evaluación cualitativa(Bitácoras)

Isidora Mena Edwards; Ruby Vizcarra Rebolledo; Gastón Sepúlveda Espinosa

Instrumentos y análisis cuantitativo

InstrumentosAlumnos– Prueba de conocimientos relevantes– TAC: Test de apropiación creativa (conocimientos)– Test de habilidades cognitivas

Profesores– TAC: Test de apropiación creativa (Conocimientos)– Test de habilidades cognitivas

Análisis Cuanti: simples de varianza, ANOVA y multivariado de la covarianza, MANCOVA. Cuali: categorizaciones abiertas, selectivas y axiales (Flick, 2008)

Resultados prueba de conocimientos

Diferencias significativas (al 0,01) en todas las dimensiones:– Uso del conocimiento específico de la unidad– Uso del lenguaje– Razonamiento y capacidad de abstraer– Tomar perspectiva y hacer metacognición.

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conoc leng razonam perspectiva

experimental

controlGrafico 1:

Resultados ANOVA Grupo experimental/Control

en prueba de conocimientos

grupo experimental

1. Increased use of all teaching units

2. Perception of usefulness of acquired knowledge for

answering relevant tests

3. Better use of language, increased sentence structure,

more and better technical words

4. Better reasoning process: – Increased comprehension of what is being asked to

do, – Better deductions, – Ability to establish more relevant relationships.

5. Increased ability to make abstractions and pick up essential factors, looking from diversified perspectives

7. Increased creative constructions emerging from contents themselves rather than replacing or blighting them

8. No difficulties when group was asked to think based on a metaphor or fictitious relationship –a significant subset from within the control group did refuse to do it-

9. The only case in which one student’s result stood out from the control group, he was still under the average ability to use knowedge compared with the experimental group

Teachers

1. Regained interest in acquiring new knowledge

2. Re-enchantment with proffession and teaching vocation

Students

1. Openness to and increased pursuit of amazement

(once experimental phase finished)

“My teacher stopped teaching in the new (experimental) way

and now it is boring…but I already learnt that things are really a lot more entertaining so I always

try to think about what really hides inside and beyond what she

teaches us” (Interview to a student,. Müller, 2004)

Qualitative conclusions