{"id":5053,"date":"2022-09-28T08:20:53","date_gmt":"2022-09-28T08:20:53","guid":{"rendered":"https:\/\/www.scoalababel.ro\/?p=5053"},"modified":"2026-01-03T08:22:11","modified_gmt":"2026-01-03T08:22:11","slug":"learning-pit-ca-proces-de-invatare-si-identificare-a-fake-news","status":"publish","type":"post","link":"https:\/\/www.scoalababel.ro\/en\/2022\/09\/28\/learning-pit-ca-proces-de-invatare-si-identificare-a-fake-news\/","title":{"rendered":"Learning Pit\u00ae ca proces de \u00eenv\u0103\u021bare \u0219i identificare a Fake News"},"content":{"rendered":"

\u00cen 2007, James Nottingham<\/a> a creat conceptul de Learning Pit\u00ae<\/strong> ca o cale prin care copiii s\u0103 se g\u00e2ndeasc\u0103 la procesul de \u00eenv\u0103\u021bare prin care trec. Este o modalitate de a \u00eencuraja copiii, dar \u0219i adul\u021bii, s\u0103 se simt\u0103 confortabil cu incertitudinea \u0219i conflictul, deoarece pot vedea beneficiul final al acestei lupte, al acestui efort de \u00eenv\u0103\u021bare. Este, poate, cea mai puternic\u0103 metod\u0103 de a crea rezilien\u021b\u0103, determinare \u0219i iubire pentru \u00eenv\u0103\u021bare. Ajut\u0103 la crearea unui <\/span>mindset<\/span><\/i> orientat spre cre\u0219tere, \u00eencurajeaz\u0103 explorarea alternativelor \u0219i contradic\u021biilor \u0219i \u00eencurajeaz\u0103 cursan\u021bii s\u0103 ias\u0103 de bun\u0103voie din zona lor de confort.\u00a0<\/span><\/p>\n

“The Learning Pit\u00ae” este o reprezentare vizual\u0103 a trecerii din zona de confort, de la marginea \u201cgropii\u201d, unde sunt exersate abilit\u0103\u021bile pe care fiecare le de\u021bine deja \u0219i sunt folosite concepte care deja sunt \u00een\u021belese, \u00een zona de \u00eenv\u0103\u021bare din fundul gropii, unde exist\u0103 idei \u0219i cuno\u0219tin\u021be, dar exist\u0103 incertitudine, nesiguran\u021b\u0103, confuzie. Tot acest proces de \u00eenv\u0103\u021bare se termin\u0103 cu un moment \u201eEureka\u201d de cealalt\u0103 parte a gropii \u00een care ideile noi s-au format \u0219i s-a ob\u021binut o oarecare claritate asupra informa\u021biei acumulate. Acest moment \u201eEureka\u201d este un moment potrivit pentru a s\u0103rb\u0103tori \u0219i a onora \u00eenv\u0103\u021barea care a avut loc.<\/span><\/p>\n

Groapa este o modalitate fenomenal\u0103 de a vorbi despre lupt\u0103 \u0219i de a \u00eencuraja implicarea \u00een lupt\u0103. Exprimarea g\u00e2ndurilor \u0219i experien\u021belor<\/a> despre momentele \u00een care un om se afl\u0103 \u00een groap\u0103 poate influen\u021ba interlocutorul (copil sau adult) s\u0103 se auto-provoace \u00een acest proces. De asemenea, \u00eemp\u0103rt\u0103\u0219irea modalit\u0103\u021bilor de a ie\u0219i din groap\u0103 \u0219i c\u00e2t de interesant este acel sentiment de \u00eemplinire pot ajuta interlocutorul. Chiar \u0219i exprimarea g\u00e2ndului negativ, de a nu intra \u00een acest proces de \u00eenv\u0103\u021bare (anevoios c\u00e2teodat\u0103) \u0219i ratarea celebr\u0103rii de la sf\u00e2r\u0219it poate avea un impact pozitiv asupra interlocutorului.<\/span><\/p>\n

Etapele procesului de \u00eenv\u0103\u021bare<\/span><\/h2>\n

\"Learning<\/p>\n

Surs\u0103 foto: <\/span>https:\/\/www.challenginglearning.com<\/span><\/a>\u00a0<\/span><\/p>\n

\u00cenceputul procesului<\/span><\/h3>\n

Pentru \u00eenceput, procesul are nevoie de un concept de la care s\u0103 porneasc\u0103 \u00eenv\u0103\u021barea; un concept despre care elevii s\u0103 cunoasc\u0103 un minim de informa\u021bii.<\/span><\/p>\n

Exemple de la care procesul de \u00eenv\u0103\u021bare s\u0103 \u00eenceap\u0103: art\u0103 \u0219i design, democra\u021bie, m\u00e2ncare, bun sau r\u0103u, cre\u0219tere \u0219i dezvoltare, iubire, bani, nume \u0219i identit\u0103\u021bi, adev\u0103r.\u00a0<\/span><\/p>\n

Pentru a exemplifica acest proces de \u00eenv\u0103\u021bare, vom folosi conceptul “real”. Realitatea este un subiect despre care at\u00e2t elevii mici, c\u00e2t \u0219i cei mai mari au \u00eentreb\u0103ri \u0219i opinii.\u00a0<\/span><\/p>\n

Conceptul \u201ereal\u201d este unul interesant. Unii filozofi au spus c\u0103 toat\u0103 experien\u021ba noastr\u0103<\/span><\/p>\n

(inclusiv visele) este un \u201ereal\u201d diferit de realitatea lumii fizice care exist\u0103 independent de experien\u021ba uman\u0103. De\u0219i aceast\u0103 explica\u021bie este departe de o viziune acceptat\u0103 la nivel global, este un punct de vedere interesant. Ar putea determina elevii s\u0103 fac\u0103 o distinc\u021bie \u00eentre real \u0219i <\/span>imagina\u021bie sau \u00eentre lucruri reale care sunt tangibile \u00een compara\u021bie cu lucruri care sunt abstracte.<\/span><\/p>\n

Un alt mod de a explora acest concept este de a dezbate opusul s\u0103u; \u00een acest caz, <\/span>ireal<\/span><\/i>. De exemplu, \u00een ce fel sunt juc\u0103riile de plastic, visele, banii pretin\u0219i, magia sau basmele populare ireale? De\u0219i ele toate ar putea fi considerate \u201eireale\u201d, par a fi ireale \u00een moduri diferite. \u0218i asta f\u0103r\u0103 s\u0103 aducem \u00een discu\u021bie lucruri precum iluzii optice.<\/span><\/p>\n

\u00centreb\u0103ri de la care discu\u021bia despre conceptul de \u201ereal\u201d poate s\u0103 porneasc\u0103:<\/span><\/p>\n

    \n
  1. \u00cen istorie, sunt mereu 2 pove\u0219ti: una a c\u00e2\u0219tig\u0103torului \u0219i una a p\u0103gubitului. Cum determin\u0103m care este cea real\u0103?<\/span><\/li>\n
  2. La ce se refer\u0103 oamenii c\u00e2nd spun c\u0103 este un \u201eceas fals\u201d mai degrab\u0103 dec\u00e2t unul real?<\/span><\/li>\n
  3. Exist\u0103 vreo modalitate de a fi absolut sigur(\u0103) c\u0103 extratere\u0219tri nu sunt reali?<\/span><\/li>\n
  4. \u00cen ce fel sunt reale pove\u0219tile lui Harry Potter de JK Rowling?<\/span><\/li>\n
  5. Poate o minciun\u0103 s\u0103 fie real\u0103?<\/span><\/li>\n<\/ol>\n

    Lupta cognitiv\u0103<\/span><\/h3>\n

    Etapa a doua a procesului de \u00eenv\u0103\u021bare este despre a crea un conflict cognitiv \u00een mod inten\u021bionat \u00een min\u021bile elevilor. De ce? Pentru c\u0103, de obicei, c\u00e2nd oamenii sunt \u00eentr-o stare de conflict cognitiv, ei tind s\u0103 fie stimula\u021bi s\u0103 g\u00e2ndeasc\u0103 mai profund \u0219i mai urgent la ideile cu care se confrunt\u0103 mintea. \u00cen compara\u021bie, \u00een momentele \u00een care cineva are un r\u0103spuns de care este mul\u021bumit, de obicei se relaxeaz\u0103 \u0219i nu simte nici o obliga\u021bie s\u0103 g\u00e2ndeasc\u0103 mai departe; r\u0103spunsul este \u0219tiut, a\u0219a c\u0103 de ce s\u0103 g\u00e2nde\u0219ti mai mult?<\/span><\/p>\n

    Construirea<\/span><\/h3>\n

    \u00cen timp ce elevii se lupt\u0103 \u00eempreun\u0103 \u00een groap\u0103, ace\u0219tia vor \u00eencepe s\u0103 \u00een\u021beleag\u0103 conceptul cu care se confrunt\u0103 prin puterea de \u00een\u021belegere a grupului. \u00cempreun\u0103 vor g\u0103si modele, vor face conexiuni \u00eentre informa\u021bii, se vor g\u00e2ndi la legea cauz\u0103-efect, vor identifica asem\u0103n\u0103rile \u0219i diferen\u021bele \u0219i vor \u00eencepe s\u0103-\u0219i organizeze, s\u0103 disting\u0103, s\u0103 rela\u021bioneze \u0219i s\u0103 analizeze ideile la un nivel mai profund. Acest lucru duce \u00een cele din urm\u0103 la o rezolu\u021bie, fie c\u0103 este r\u0103spunsul \u201ecorect\u201d sau, cel mai des \u00eent\u00e2lnit, \u201ecel mai bun\u201d r\u0103spuns av\u00e2nd \u00een vedere resursele disponibile.\u00a0<\/span><\/p>\n

    *Pentru aceast\u0103 etap\u0103 exist\u0103 multe resurse \u0219i exerci\u021bii sugerate de James Nottingham.\u00a0<\/span><\/p>\n

    Luarea \u00een considerare<\/span><\/h3>\n

    A patra \u0219i ultima etap\u0103 a procesului de \u00eenv\u0103\u021bare este luarea \u00een considerare a acestei c\u0103l\u0103torii tocmai \u00eencheiat\u0103. De\u0219i ar trebui ca elevii s\u0103 fie \u00eencuraja\u021bi s\u0103 \u00ee\u0219i considere modul fiec\u0103ruia de g\u00e2ndire, aceast\u0103 etap\u0103 este, de asemenea, un punct excelent care s\u0103 \u00eei angreneze \u00een metacogni\u021bie.<\/span><\/p>\n

    \u00centreb\u0103ri de metacogni\u021bie pentru a lua \u00een considerare procesul de \u00eenv\u0103\u021bare:<\/span><\/p>\n

      \n
    1. Ce credeai ini\u021bial c\u0103 \u00eenseamn\u0103 \u201ereal\u201d?<\/span><\/li>\n
    2. C\u00e2t de \u00eencrez\u0103tor ai fost \u00een r\u0103spunsul t\u0103u la \u00eenceput?<\/span><\/li>\n
    3. Ce provoc\u0103ri te-au determinat s\u0103 te g\u00e2nde\u0219ti din nou?<\/span><\/li>\n
    4. Cum putem spune dac\u0103 ceva este real sau nu?<\/span><\/li>\n
    5. Poate fi ceva real \u0219i ireal (sau fals) \u00een acela\u0219i timp?<\/span><\/li>\n
    6. Cum putem fi siguri c\u0103 vie\u021bile noastre sunt reale?<\/span><\/li>\n
    7. Este viitorul real?<\/span><\/li>\n
    8. Ce te-a ajutat s\u0103 dai un sens ideilor pe care le-ai avut \u00een groap\u0103?<\/span><\/li>\n
    9. C\u00e2t de sigur e\u0219ti c\u0103 nu ai acceptat r\u0103spunsuri simple?<\/span><\/li>\n
    10. Cum difer\u0103 no\u021biunile tale de \u201ereal\u201d acum fa\u021b\u0103 de \u00eenceputul lec\u021biei?<\/span><\/li>\n
    11. Cu ce \u00eentreb\u0103ri despre real ai r\u0103mas?<\/span><\/li>\n
    12. Ce strategii ai folosit de data aceasta care te-ar putea ajuta data viitoare c\u00e2nd vei fi \u00een groap\u0103?<\/span><\/li>\n<\/ol>\n

      Este corect s\u0103 spunem c\u0103 unii elevi desf\u0103\u0219oar\u0103 un proces de \u00eenv\u0103\u021bare complet de la \u00eenceput p\u00e2n\u0103 la sf\u00e2r\u0219it \u00een fiecare zi a s\u0103pt\u0103m\u00e2nii. Al\u021bii creeaz\u0103 o serie \u00eentreag\u0103 de episoade ale acestui proces care acoper\u0103 un subiect complet. Unii g\u0103sesc o oportunitate \u00een timpul unei lec\u021bii de a crea un astfel de proces improvizat \u0219i se av\u00e2nt\u0103 \u00een el. Al\u021bii parcurg etapele 1, 2 \u0219i 3 la clas\u0103 \u0219i apoi stabilesc etapa 4 pentru teme. Sau preg\u0103tesc scena 1 ca activitate de previzualizare, poate pentru teme, apoi ruleaz\u0103 etapele 2, 3 \u0219i 4 \u00een timpul lec\u021biei din clas\u0103. Lucrul fascinant la acest proces este c\u0103 exist\u0103 \u00eenc\u0103 multe moduri de a rula procesul de \u00eenv\u0103\u021bare, depinz\u00e2nd \u00een totalitate de fiecare cum \u00eel organizeaz\u0103.\u00a0<\/span><\/p>\n

      Cum am aplicat no\u021biuni \u0219i concepte ale acestui proces \u00een \u0219coala noastr\u0103?<\/span><\/h3>\n

      Pornind de la conceptele explicate mai sus, putem exemplifica modul \u00een care etapele de \u00eenv\u0103\u021bare pot fi transformate \u00eentr-o activitate interesant\u0103 \u0219i util\u0103, care s\u0103 ajute la filtrarea informa\u021biilor care circul\u0103 \u00een mediul online, dar cu extindere la via\u021ba de zi cu zi \u0219i, bine\u00een\u021beles, la \u0219coal\u0103.<\/span><\/p>\n

      \"Learning<\/p>\n

      Pentru Seara Liceului Babel, profesorii no\u0219tri au conceput activitatea <\/span>Real or Fake<\/b> prin care elevii au fost invita\u021bi s\u0103 dezbat\u0103 subiectul \u201c<\/span>adev\u0103r<\/b>\u201d.<\/span><\/p>\n

      \u00a0<\/span>\u00cen prima parte<\/b> a acestei activit\u0103\u021bi, liceenii au notat pe bilete ceea ce consider\u0103 ei c\u0103 \u00eenseamn\u0103 adev\u0103r, apoi au \u00eemp\u0103rt\u0103\u0219it ideile unii cu al\u021bii, rezult\u00e2nd astfel un dialog sincer \u0219i revelator pentru fiecare \u00een parte.<\/span><\/p>\n

      Apoi<\/b>, fiecare elev a extras c\u00e2te un bilet pe care era scris\u0103 o defini\u021bie a <\/span>adev\u0103rului<\/i><\/b> dat\u0103 de diferi\u021bi filosofi, urm\u00e2nd discu\u021bii \u00een perechi pentru a dezbate \u0219i compara propriile defini\u021bii cu cele reg\u0103site pe bile\u021bele.<\/span><\/p>\n

      \u00cen mod natural, discu\u021bia a ajuns la un subiect actual, at\u00e2t pentru tineri c\u00e2t \u0219i pentru adul\u021bi, \u0219i ne-am canalizat aten\u021bia pe metode de identificare a \u0219tirilor false din mass-media, cunoscute drept <\/span>fake-news<\/b>.<\/span><\/p>\n

      \u00cen aceast\u0103 etap\u0103, elevii au c\u0103utat o \u0219tire pe telefoanele mobile, \u0219i au fost \u00eencuraja\u021bi s\u0103 foloseasc\u0103 un kit de \u201cspot the fake news\u201d, pentru a identifica veridicitatea acelei \u0219tiri. Din acest kit fac parte \u0219i \u00eentreb\u0103rile:<\/span><\/p>\n

        \n
      • Care este sursa?<\/span><\/li>\n
      • Cine este autorul?<\/span><\/li>\n
      • C\u00e2nd a fost scris\u0103 aceast\u0103 \u0219tire?<\/span><\/li>\n
      • Exist\u0103 o baz\u0103 \u0219tiin\u021bific\u0103?<\/span><\/li>\n
      • Este plauzibil?<\/span><\/li>\n<\/ul>\n

        Farmecul acestei activit\u0103\u021bi conceput\u0103 de profesorii Adriana B\u0103laj<\/strong> (istorie) \u0219i Ivan Dean<\/strong> (logic\u0103\/filozofie), este c\u0103 a c\u0103l\u0103torit <\/span>interdisciplinar<\/b> prin mai multe materii, de la istorie, logic\u0103 \u0219i fizic\u0103, p\u00e2n\u0103 la informatic\u0103, contribuind astfel la formarea unui proces cognitiv de discernere a informa\u021biilor.<\/span><\/p>\n

         <\/p>\n","protected":false},"excerpt":{"rendered":"

        \u00cen 2007, James Nottingham a creat conceptul de Learning Pit\u00ae ca o cale prin care copiii s\u0103 se g\u00e2ndeasc\u0103 la procesul de \u00eenv\u0103\u021bare prin care trec. Este o modalitate de a \u00eencuraja copiii, dar \u0219i adul\u021bii, s\u0103 se simt\u0103 confortabil cu incertitudinea \u0219i conflictul, deoarece pot vedea beneficiul final al acestei lupte, al acestui efort […]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[77,69],"tags":[],"class_list":["post-5053","post","type-post","status-publish","format-standard","hentry","category-educatie-nonformala","category-invatarea-experientiala"],"yoast_head":"\nLearning Pit\u00ae ca proces de \u00eenv\u0103\u021bare \u0219i identificare a Fake News<\/title>\n<meta name=\"description\" content=\"Afl\u0103 ce \u00eenseamn\u0103 Learning Pit\u00ae, care sunt etapele de \u00eenv\u0103\u021bare \u0219i cum pot fi aplicate aceste concepte \u00een procesul de identificare a fake news.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, 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