{"id":5929,"date":"2023-08-24T11:03:27","date_gmt":"2023-08-24T11:03:27","guid":{"rendered":"https:\/\/www.scoalababel.ro\/?p=5929"},"modified":"2025-02-06T17:29:06","modified_gmt":"2025-02-06T17:29:06","slug":"imbunatatirea-implicarii-si-starii-de-bine-a-elevilor-prin-invatare-experientiala-si-predare-colaborativa","status":"publish","type":"post","link":"https:\/\/www.scoalababel.ro\/en\/2023\/08\/24\/imbunatatirea-implicarii-si-starii-de-bine-a-elevilor-prin-invatare-experientiala-si-predare-colaborativa\/","title":{"rendered":"\u00cembun\u0103t\u0103\u021birea implic\u0103rii \u0219i st\u0103rii de bine a elevilor prin \u00eenv\u0103\u021bare experien\u021bial\u0103 \u0219i predare colaborativ\u0103"},"content":{"rendered":"

\u00centre 14 \u0219i 16 august 2023<\/strong> a avut loc, la Liceul Teoretic Babel, o serie de traininguri facilitate de Wilma van Esch<\/strong> la care au participat mai mul\u021bi profesori de gimnaziu \u0219i liceu din echipa \u0219colii Babel.<\/p>\n

Wilma este scriitoare, trainer \u0219i supervizor de proces \u00een educa\u021bie \u0219i \u00eengrijire a copiilor. Anterior, a fost director de Pedagogie la KoreinGroep, manager de loca\u021bie al FHKE Pabo Veghel \u0219i lider de proiect la centrul de expertiz\u0103 EGO. \u00cen 2018, ea a dezvoltat \u0219i implementat cursul de Leadership pedagogic pentru copii mici \u00eempreun\u0103 cu NIVOZ \u0219i Wijzijn Jong. De asemenea, este co-autoarea c\u0103r\u021bii \u201eGrip on Competencies\u201d. Observarea \u0219i aprecierea dezvolt\u0103rii copiilor\u201d (Laevers, van Esch 2018).<\/p>\n

Scopul acestor traininguri a fost acela de a oferi \u00eentregii echipe de profesori ai Babel \u0218coal\u0103 + Liceu<\/strong> o \u00een\u021belegere profund\u0103 a conceptelor de baz\u0103 din \u00cenv\u0103\u021barea Experien\u021bial\u0103:<\/p>\n

De ce e important s\u0103 m\u0103sur\u0103m Implicarea \u0219i Starea de bine a elevilor<\/h3>\n
    \n
  • Ce este \u0219i cum folosim scala Leuven cu care m\u0103sur\u0103m implicarea si starea de bine<\/li>\n
  • Care sunt cei 7 factori ai implic\u0103rii \u0219i cum pot fi adu\u0219i \u00een activitatea de zi cu zi<\/li>\n
  • Ce \u00eenseamn\u0103 conceptul de \u201dco-teaching\u201d \u0219i care sunt variantele de implementare<\/li>\n
  • Ce presupune lucrul pe proiecte interdisciplinare \u0219i cum se pot organiza ca parte din programa diverselor materii<\/li>\n<\/ul>\n

    De ce este important s\u0103 m\u0103sur\u0103m Implicarea \u0219i Starea de bine a elevilor<\/h3>\n

    Implicarea \u0219i starea de bine a elevilor sunt factori esen\u021biali pentru succesul lor educa\u021bional, iar
    \nm\u0103surarea acestor aspecte ofer\u0103 informa\u021bii valoroase despre calitatea experien\u021bei de \u00eenv\u0103\u021bare.<\/p>\n

      \n
    • \u00a0Implicarea<\/strong> reflect\u0103 m\u0103sura \u00een care un elev este conectat emo\u021bional \u0219i cognitiv la activit\u0103\u021bile de \u00eenv\u0103\u021bare. Elevii implica\u021bi sunt activi, interesa\u021bi, curio\u0219i \u0219i motiva\u021bi s\u0103 exploreze \u0219i s\u0103 participe. Implicarea ridicat\u0103 este corelat\u0103 cu performan\u021be academice mai bune \u0219i cu o reten\u021bie mai mare a informa\u021biilor.<\/li>\n
    • Starea de bine<\/strong> este legat\u0103 de confortul emo\u021bional \u0219i psihologic al elevului. Elevii care se simt bine \u00een mediul de \u00eenv\u0103\u021bare sunt mai predispu\u0219i s\u0103 se implice activ, s\u0103 \u00ee\u0219i asume riscuri \u00een procesul de \u00eenv\u0103\u021bare \u0219i s\u0103 aib\u0103 o atitudine pozitiv\u0103 fa\u021b\u0103 de \u0219coal\u0103. O stare de bine ridicat\u0103 previne anxietatea, stresul \u0219i burnout-ul, asigur\u00e2nd o dezvoltare armonioas\u0103.<\/li>\n<\/ul>\n

      M\u0103surarea acestor dimensiuni permite cadrelor didactice s\u0103 intervin\u0103 proactiv pentru a ajusta metodele de predare \u0219i pentru a crea un mediu de \u00eenv\u0103\u021bare favorabil. De asemenea, identificarea timpurie a unui nivel sc\u0103zut de implicare sau a unei st\u0103ri de bine necorespunz\u0103toare poate preveni probleme mai mari, cum ar fi absenteismul sau abandonul \u0219colar.<\/p>\n

      Ce este \u0219i cum folosim scala Leuven cu care m\u0103sur\u0103m implicarea \u0219i starea de bine Scala Leuven este un instrument dezvoltat de Ferre Laevers la Universitatea din Leuven, Belgia, pentru a m\u0103sura implicarea \u0219i starea de bine a copiilor \u0219i a elevilor \u00eentr-un mediu educa\u021bional. Scala este simplu de utilizat \u0219i se bazeaz\u0103 pe observa\u021bii ale comportamentului copiilor.<\/p>\n

      Implicarea: Se m\u0103soar\u0103 pe o scar\u0103 de la 1 la 5, unde:
      \n1: Implicare foarte sc\u0103zut\u0103 (inactivitate, lips\u0103 de interes)
      \n5: Implicare foarte ridicat\u0103 (concentrare intens\u0103, dorin\u021b\u0103 activ\u0103 de a \u00eenv\u0103\u021ba)
      \nStarea de bine: Se m\u0103soar\u0103 tot pe o scar\u0103 de la 1 la 5, unde:
      \n1: Stare de bine foarte sc\u0103zut\u0103 (anxietate, stres, comportament retras)
      \n5: Stare de bine foarte ridicat\u0103 (\u00eencredere, relaxare, fericire)<\/p>\n

      \"\"<\/p>\n

      Cum folosim scala Leuven:<\/h3>\n

      1. Observare: Profesorii sau formatorii observ\u0103 elevii pe parcursul activit\u0103\u021bilor de \u00eenv\u0103\u021bare pentru a evalua nivelul lor de implicare \u0219i starea de bine.
      \n2. Evaluare: Pe baza observa\u021biilor, se acord\u0103 fiec\u0103rui elev o not\u0103 pe scala de la 1 la 5 pentru implicare \u0219i starea de bine.
      \n3. Analiz\u0103 \u0219i interven\u021bie: Dac\u0103 se constat\u0103 niveluri sc\u0103zute de implicare sau stare de bine, profesorul poate ajusta activit\u0103\u021bile, mediul sau abordarea pentru a sprijini elevul \u0219i a-i \u00eembun\u0103t\u0103\u021bi experien\u021ba de \u00eenv\u0103\u021bare.<\/p>\n

      Cei 7 factori ai implic\u0103rii \u0219i cum pot fi adu\u0219i \u00een activitatea de zi cu zi<\/h3>\n

      Implicarea elevilor este influen\u021bat\u0103 de o serie de factori. Cei 7 factori-cheie ai implic\u0103rii, a\u0219a cum sunt identifica\u021bi \u00een literatura de specialitate, includ:
      \n1. Provocare<\/strong>: Elevii sunt implica\u021bi c\u00e2nd sarcinile de \u00eenv\u0103\u021bare sunt suficient de provocatoare pentru a le men\u021bine interesul, dar nu at\u00e2t de dificile \u00eenc\u00e2t s\u0103 devin\u0103 frustrante. \u00cen practic\u0103, acest lucru \u00eenseamn\u0103 adaptarea sarcinilor la nivelul de competen\u021b\u0103 al fiec\u0103rui elev.
      \n2. Explorare<\/strong>: Elevii se implic\u0103 mai mult c\u00e2nd li se ofer\u0103 oportunit\u0103\u021bi de a explora \u0219i descoperi \u00een mod activ. Profesorii pot integra activit\u0103\u021bi care \u00eencurajeaz\u0103 curiozitatea \u0219i descoperirea, cum ar fi experimentele sau proiectele de cercetare.
      \n3. Relevan\u021b\u0103<\/strong>: Elevii vor fi mai implica\u021bi dac\u0103 v\u0103d o leg\u0103tur\u0103 clar\u0103 \u00eentre ceea ce \u00eenva\u021b\u0103 \u0219i via\u021ba lor de zi cu zi. Profesorii pot crea activit\u0103\u021bi care s\u0103 conecteze cuno\u0219tin\u021bele teoretice la situa\u021bii practice sau reale.
      \n4. Autonomie<\/strong>: Elevii se implic\u0103 mai mult atunci c\u00e2nd au un anumit grad de control asupra \u00eenv\u0103\u021b\u0103rii lor. Profesorii pot oferi oportunit\u0103\u021bi pentru alegeri \u0219i decizii, cum ar fi alegerea proiectelor sau a metodelor de \u00eenv\u0103\u021bare.
      \n5. Colaborare<\/strong>: Lucrul \u00een echip\u0103 sau grup poate stimula implicarea, prin \u00eencurajarea comunic\u0103rii \u0219i cooper\u0103rii. Activit\u0103\u021bile de grup, discu\u021biile sau jocurile de rol pot aduce acest factor \u00een activitatea zilnic\u0103.
      \n6. Feedback<\/strong>: Un feedback clar, rapid \u0219i constructiv \u00eei ajut\u0103 pe elevi s\u0103 \u0219tie unde se afl\u0103 \u00een procesul de \u00eenv\u0103\u021bare \u0219i ce pot \u00eembun\u0103t\u0103\u021bi. Profesorii pot oferi feedback regulat pentru a sus\u021bine progresul.
      \n7. Succesul<\/strong>: Elevii sunt mai implica\u021bi c\u00e2nd simt c\u0103 pot reu\u0219i. Este important ca sarcinile s\u0103 fie configurate \u00een a\u0219a fel \u00eenc\u00e2t to\u021bi elevii s\u0103 aib\u0103 oportunitatea de a experimenta succesul, chiar \u0219i la niveluri mici.<\/p>\n

      \"\"<\/p>\n

      Ce \u00eenseamn\u0103 conceptul de \u201eco-teaching\u201d \u0219i care sunt variantele de implementare<\/h3>\n

      Co-teaching (predarea colaborativ\u0103)<\/strong> este un model educa\u021bional \u00een care doi sau mai mul\u021bi profesori lucreaz\u0103 \u00eempreun\u0103 pentru a preda un grup de elevi. Aceast\u0103 abordare presupune o colaborare str\u00e2ns\u0103 \u00eentre profesori, astfel \u00eenc\u00e2t ace\u0219tia s\u0103 planifice, s\u0103 implementeze \u0219i s\u0103 evalueze activit\u0103\u021bile de \u00eenv\u0103\u021bare \u00eempreun\u0103.<\/p>\n

      Variantele de implementare includ:
      \n1. One Teach, One Observe<\/strong>: Un profesor pred\u0103, \u00een timp ce cel\u0103lalt observ\u0103 comportamentul elevilor pentru a colecta date \u0219i pentru a ajusta instruirea.
      \n2. One Teach, One Assist<\/strong>: Un profesor pred\u0103, iar cel\u0103lalt ofer\u0103 sprijin individual elevilor care au nevoie de ajutor suplimentar.
      \n3. Parallel Teaching<\/strong>: Clasa este \u00eemp\u0103r\u021bit\u0103 \u00een dou\u0103 grupuri, iar fiecare profesor pred\u0103 acela\u0219i con\u021binut \u00een paralel grupului s\u0103u.
      \n4. Station Teaching<\/strong>: Profesorii \u00eempart lec\u021bia \u00een p\u0103r\u021bi, iar fiecare pred\u0103 o sec\u021biune diferit\u0103 la un anumit grup de elevi. Elevii se rotesc \u00eentre profesori.
      \n5. Team Teaching<\/strong>: Ambii profesori predau \u00eempreun\u0103 \u00een acela\u0219i timp, complet\u00e2ndu-se unul pe cel\u0103lalt.
      \nCo-teaching aduce beneficii multiple, cum ar fi o aten\u021bie mai mare pentru nevoile individuale ale elevilor, o varietate mai mare de stiluri de predare \u0219i un mediu educa\u021bional mai dinamic<\/p>\n

      \"\".<\/p>\n

       <\/p>\n

      Ce presupune lucrul pe proiecte interdisciplinare \u0219i cum se pot organiza ca parte din programa diverselor materii<\/h3>\n

      Lucrul pe proiecte interdisciplinare presupune integrarea cuno\u0219tin\u021belor \u0219i abilit\u0103\u021bilor din mai multe domenii (materii) \u00eentr-un singur proiect complex. Aceste proiecte ofer\u0103 elevilor oportunitatea de a vedea cum diferitele domenii se interconecteaz\u0103 \u0219i de a aplica cuno\u0219tin\u021bele teoretice \u00een moduri practice.<\/p>\n

      \"\"<\/p>\n

      Cum se pot organiza proiectele interdisciplinare:<\/h3>\n

      1. Alegerea temei: Tema unui proiect interdisciplinar ar trebui s\u0103 fie larg\u0103 \u0219i relevant\u0103, permi\u021b\u00e2nd explorarea din mai multe perspective. De exemplu, o tem\u0103 precum \u201eSchimb\u0103rile climatice\u201d poate implica geografie, biologie, chimie, economie \u0219i \u0219tiin\u021be
      \nsociale.
      \n2. Colaborarea \u00eentre profesori: Profesorii din diferite discipline trebuie s\u0103 colaboreze pentru a crea proiecte care s\u0103 \u00eembine cuno\u0219tin\u021bele \u0219i abilit\u0103\u021bile din materiile lor.
      \n3. Planificarea sarcinilor: Fiecare profesor poate crea sarcini specifice care s\u0103 contribuie la proiectul general. De exemplu, profesorul de chimie poate cere elevilor s\u0103 studieze impactul polu\u0103rii asupra aerului, \u00een timp ce profesorul de geografie poate cere analiza
      \ndistribu\u021biei geografice a acestui fenomen.
      \n4. Evaluarea final\u0103: La finalul proiectului, elevii trebuie s\u0103 prezinte rezultatele \u0219i s\u0103 demonstreze cum au integrat cuno\u0219tin\u021bele din diferite domenii. Evaluarea poate include o prezentare de grup, un raport scris sau un produs concret (poster, model etc.).
      \nLucrul pe proiecte interdisciplinare dezvolt\u0103 g\u00e2ndirea critic\u0103, colaborarea \u0219i capacitatea de a aborda probleme complexe din mai multe unghiuri.<\/p>\n

       <\/p>\n

      _________<\/p>\n

      \"\"<\/p>\n

      Finan\u021bat de Uniunea European\u0103. Punctele de vedere \u0219i opiniile exprimate apar\u021bin, \u00eens\u0103, exclusiv autorului (autorilor) \u0219i nu reflect\u0103 neap\u0103rat punctele de vedere \u0219i opiniile Uniunii Europene sau ale Agen\u021biei Na\u021bionale pentru Programe Comunitare \u00een Domeniul Educa\u021biei \u0219i Form\u0103rii Profesionale (ANPCDEFP). Nici Uniunea European\u0103 \u0219i nici ANPCDEFP nu pot fi \u021binute r\u0103spunz\u0103toare pentru acestea.\u00a0<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

      \u00centre 14 \u0219i 16 august 2023 a avut loc, la Liceul Teoretic Babel, o serie de traininguri facilitate de Wilma van Esch la care au participat mai mul\u021bi profesori de gimnaziu \u0219i liceu din echipa \u0219colii Babel. Wilma este scriitoare, trainer \u0219i supervizor de proces \u00een educa\u021bie \u0219i \u00eengrijire a copiilor. Anterior, a fost director […]<\/p>\n","protected":false},"author":8,"featured_media":5935,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[85],"tags":[80,56],"class_list":["post-5929","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-proiecte","tag-erasmus","tag-invatare-experientiala"],"yoast_head":"\n\u00cembun\u0103t\u0103\u021birea implic\u0103rii \u0219i st\u0103rii de bine a elevilor prin \u00eenv\u0103\u021bare experien\u021bial\u0103 \u0219i predare colaborativ\u0103<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.scoalababel.ro\/en\/2023\/08\/24\/imbunatatirea-implicarii-si-starii-de-bine-a-elevilor-prin-invatare-experientiala-si-predare-colaborativa\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:locale:alternate\" content=\"ro_RO\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u00cembun\u0103t\u0103\u021birea implic\u0103rii \u0219i st\u0103rii de bine a elevilor prin \u00eenv\u0103\u021bare experien\u021bial\u0103 \u0219i predare colaborativ\u0103\" \/>\n<meta property=\"og:description\" content=\"\u00centre 14 \u0219i 16 august 2023 a avut loc, la Liceul Teoretic Babel, o serie de traininguri facilitate de Wilma van Esch la care au participat mai mul\u021bi profesori de gimnaziu \u0219i liceu din echipa \u0219colii Babel. 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