Using unanswered questions to teach - John Gensic

Korišćenje pitanja bez odgovora u nastavi: Džon Džensik (John Gensic)

Prevodilac: Jelena Jaranović Lektor: Tatjana Jevdjic

Carol Dweck, who is now at Stanford,

Kerol Dvek koja radi na Stanfordu,

conducted a research experiment

organizovala je eksperiment

where she compared 7th graders in two different groups.

u kome je sedmake podelila u dve grupe.

One group, she taught study skills to,

Jednoj grupi je predavala o tehnikama učenja,

and the other group,

dok je druga grupa

they taught a mini-neuroscience class

imala malo predavanje iz neurologije,

about how their brain worked.

o tome kako mozak funkcioniše.

They followed those two groups

Pratili su uspeh ove dve grupe

throughout their middle school math grades

iz matematike, tokom srednje škole,

i primetili da je grupa

and noticed that the group

who had the mini-neuroscience course

koja je imala malo predavanje iz neurologije

was much more successful in their math grades

imala mnogo bolje ocene

than the group that had the conventional study skills,

od grupe koja je znala uobičajene tehnike učenja,

like being organized

poput dobre organizacije

and using note cards.

i korišćenja beležaka.

The reason, they believe,

Verovali su da je razlog

that the group had the mini-neuroscience course

boljeg uspeha grupe koja je imala mali kurs

did so much better

iz neurologije, taj

is that they were picturing the formations

što su mogli da zamisle stvaranje

and the connections in their brains occurring

i povezivanje koje se događa u njihovom mozgu

while they were learning.

dok su učili.

They were also able to have a certain level of resilience,

Takođe su imali određen nivo "elastičnosti",

knowing that their brain was more of a muscle

znajući da je mozak više poput mišića,

and not a stone that couldn't grow any larger.

a ne poput kamena koji ne može da se poveća.

Having this resilience,

Posedovanje ove elastičnosti

having students understand

i razumevanje učenika

that their brains can continue to grow,

da njihovi mozgovi mogu da se razvijaju,

allows them the confidence to struggle with situations,

daje im sigurnost u raznim situacijama,

to wrestle out that information

da se bore sa informacijama

to come to deeper understanding.

kako bi došli do dubljeg razumevanja.

So, how does this look in my classroom?

Ali, kako ovo izgleda u mojoj učionici?

How do I attempt to get students

Kako uspevam da nateram učenike

to struggle with information and wrestle with it

da se bore i rvu sa činjenicama

so they come up with deeper levels of understanding?

kako bi došli do dubljih nivoa razumevanja?

Primarily, I use unanswered questions.

Prevashodno, koristim pitanja bez odgovora.

For example, I'll give students a jar

Na primer, dam učenicima teglu

and say it's 500 grams,

od, recimo, 500 g

and inside that sealed jar

i u zatvorenoj tegli

is a moist paper towel with about six to seven seeds.

je vlažan papir sa oko 6-7 semenki.

What do you think will happen

Šta mislite da će se dogoditi

to the mass of the container

sa masom tegle

as those seeds begin to grow?

kada semenje počne da klija?

And the students will then write

Učenici bi onda zapisali,

on a little half-sheet of paper

na malim papirima,

what they think is going to happen and why.

šta misle da će se dogoditi i zbog čega.

Depending on the class,

U zavisnosti od časa,

I will have the students sometimes work in partners

ponekad organizujem rad u paru

to kind of combine ideas,

kako bi učenici ukrštali ideje

see what they think of each other's reasons,

i videli šta misle o razlozima svog partnera.

maybe work in groups of four

Nekada bi radili u grupama od 4

and then groups of eight

and come to consensus.

ili grupama od 8

i tako dolazili do zajedničkog stava.

But, sometimes, I'll have the students pass in

Ali, ponekad tražim da učenici zapišu i predaju

all that information without conversing about it,

sve te informacije bez prethodnog razgovora o tome.

and I will then read their explanations

Zatim im čitam njihova objašnjenja

so that they are anonymously presented ideas

i tako im predstavljam ideje anonimno

that no student can rely upon

tako da niko ne može da se osloni

the other smart students

na druge pametne učenike

to say, 'Oh, I agree with Sally

i kaže: "Da, ja se slažem sa Sali

because she's always got the right answer.'

jer ona uvek odgovori tačno."

That rarely happens in my class.

To se retko događa na mojim časovima.

At this point, I will probably stop the conversation

Zatim bih, verovatno, prekinuo razgovor,

after I've read these out loud

nakon što iščitam sve naglas

and leave students wondering.

i ostavio učenike da se pitaju.

Wondering, what is the right answer?

Da se pitaju šta je pravi odgovor?

What evidence is good evidence?

Koji dokaz je dobar dokaz?

Because I want them,

Jer želim

when they leave the classroom,

da, kada napuste učionicu

to continue to want to know more,

da nastave da budu radoznali,

to continue to want to make more connections.

da nastave da povezuju stvari.

So, in addition to unanswered questions,

U vezi sa pitanjima bez odgovora,

I will often pose problems and projects

često bih predstavio problem ili projekat

for students to work on.

na kome učenici mogu da rade.

And, when I have them work on

Kada počnu da se bave

these problems and projects,

ovim problemima ili projektima,

I'll give them about 15 to 20 minutes to brainstorm

dam im 15-20 minuta da intenzivno razmišljaju

how to solve the problem

kako da reše problem

or how to go about completing the project.

ili kako da završe projekat.

And this 15 to 20 minutes happens

I ovih 15-20 min se događa

well before I expect a lot of work

neposredno pre glavnog dela posla

to be done on the project.

koji od njih očekujem.

I don't want them to try to produce too much

Ne tražim od njih da urade previše

because I want them to try to figure out in their brains,

jer želim da pokušaju da osmisle rešenje

give themselves a chance

i daju sebi priliku

to struggle with the information overnight,

da se bore sa informacijama tokom noći

while they go about their daily activities.

ili dok obavljaju svoje dnevne aktivnosti.

For example, I might give a project

Na primer, mogu dati zadatak

where you need to explain or teach a 6th grader

u kome treba da objasne šestacima

the simple concept of endosymbiosis.

osnovni koncept endosimbioze.

And the students then have

Učenicima je tada potrebno

a whole bunch of questions generated

da osmisle gomilu pitanja

related to this project.

u vezi sa ovim projektom.

They have things that they need to know

To obuhvata stvari koje treba da nauče

from me,

od mene

from other resources.

ili iz drugih izvora.

But I have not given them

Ali ja im nisam dao

the questions and the answers to memorize,

pitanja i odgovore koje treba da nauče napamet.

their brain is actively seeking out

Njihovi mozgovi aktivno pokušavaju

the understanding of this concept

da razumeju ovaj koncept

so that they can teach it to others.

kako bi mogli da ga objasne drugima.

We would like to, as teachers,

Mi bismo, kao učitelji, voleli

da se učenicima dopada sve čemu ih učimo

think that students love everything that we teach them,

and we think that they understand everything

i mislimo da razumeju sve

and want to engage with our content

i želimo da se bave sadržajima koje smo predavali

outside of the school day.

i nakon što se časovi završe.

Students don't do that.

Ali učenici to ne rade.

Most students don't do that.

Barem većina ne.

So, through mass one-way text messaging,

Zbog toga, ja im pošaljem grupni sms

I'm able to resend them the question

u kome ih podsetim na pitanje

or the topic from that day.

ili temu tog dana.

To get them to re-engage

Na ovaj način se ponovo angažuju

and touch the content one more time.

i bivaju u kontaktu sa sadržajima još jednom.

And, hopefully, get that seed planted in their brain

Istovremeno se nadam da ću ih ovako zainteresovati

so that they want to think about it more,

da o tome razmišljaju više

so that their brains come up with

tako da njihovi mozgovi dođu

those "Ah-ha!" moments at obscure times.

do onog "A-ha!" momenta dok im je nejasno.

My goal is for students to generate the story,

Moj cilj je da učenici stvore priču,

their story,

svoju priču,

of the content that I teach.

od sadržaja kojima ih učim.

I would love for them

Voleo bih

to completely understand my story

da potpuno razumeju moju priču

and understand it deeply,

i da je razumeju duboko.

but I know if I just get them to understand it

Ali znam da ako je oni razumeju

as I understand it,

na isti način kao i ja,

that will simply ooze out of their brains,

to će ih onesposobiti da razmišljaju

and they will not have information and the knowledge

i neće imati informacije niti znanja

that is applicable in other situations.

koja su primenljiva u drugim situacijama.

They will not have knowledge

Neće imati znanje

that they can ask more questions about.

koje će moći da produbljuju pitanjima.

They are simply understanding to please me,

Trudili bi se da razumeju kako bi meni udovoljili

and then it's gone.

ali to znanje ne bi dugo trajalo.

"It's not that I'm so smart,

"Nije da sam jako pametan,

it's just that I stay with problems longer."

samo se duže bavim problemima." (Ajnštajn)

We, as teachers, need to encourage and facilitate

Mi, učitelji, treba da ohrabrujemo i podstičemo

students staying with problems longer.

učenike da se duže bave problemima.

Thanks.

Hvala vam.