CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES Moderators: Heilyn Camacho Erik de Graaff Rapporteurs: Nicolás Elías Luis Cano Nathalia Kochem Maisa Deghaidi Jordao
HOW WERE THE STUDENTS COACHED DURIGN THE MODULE? PROPOSE
TEACH
PROVIDE
OPEN PROJECT
NEW SKILLS
BASE BIBLIOGRAPHY
DEFINED LOCATION
PARAMETERS
WIDE PROBLEM
SOFT SKILLS - GROUP MANAGEMENT
- BOOKS, ARTIVLES, NEWS - TERMINOLOGY - PBL METHODOLOGY
- EMOTIONAL INTELLIGENCE - CREATE A WORKFLOW AUTONOMOUS PROYECT
- NEGOTIATION - PROMOTE FEEDBACK
GUIDANCE - IMMERSIVE EXPERIENCES - ASSESSMENT + DEFINED METHODOLOGY
CREATE DISCUSSION DEBATE - BRAINSTORM - FEEDBACK
COMMUNICATION - MULTIDISCIPLINES - STAKEHOLDERS’ APPROACH - SIMPLYFING TECHNISISMS
CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES
01
WHAT WAS THE BALANCE NETWEEN TRADITIONAL LECTURES AND GROUP DISCUSSION? DISC.
-
UNIVERSITY “A” UNIVERSITY “B” UNIVERSITY “C” UNIVERISTY “D”
LECT.
70% - 30% 65% - 35% 80% - 20%
INTERACTION + TECHNIC KNOWLEDGE
CAN NOT BE FIXED
90% - 10% DOMINANT
DYNAMIZING DISCUSSIONS
PBL IS FLEXIBLE TRIAL AND ERROR MODELED ENOUGH TO FIT IN THE CURRICULUM
- DISCUSSING CLASS HOURS’ INVESTIGATIONS - ROLE PLAYING IN SOCIAL MEDIA -CONFRONT OPPOSING IDEAS: DEBATES - PROMOTE STUDENT - STUDENT INTERACTION
CONFIDENCE
CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES
02
HOW DID YOU DEFINE THE PROBLEM? WHICH BARRIERS WERE EXPERIENCED WHEN DEFINING A “GOOD PROBLEM” SUITED FOR PBL? OLD PROGRAM
1.2.3.4.5.-
PBL / HYBRID PROGRAM
A.B.C.D.E.-
1.-
INITIAL PROBLEM
GROUPS’ POV
A1.A2.A3.C1.C2.C3.-
E1.E2.E3.-
PERSONAL APPROACH
MULTIDISCIPLINE
OBSERVATION
EXPERIENCING
CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES
EXPERIMENTING
SOLUTION
03
HOW DID YOU MOTIVATE STUDENTS TO TAKE THE LEAD IN THEIR OWN LEARNING PROCESS? PERSONAL APPROACH
IMMERSIVE EXPERIENCE EMPATHY APPROPIATIONG THE PROBLEM
PERSONAL BACKGORUND
VISITS TO THE VULNERABLE
MEETINGS
COMMUNICATING
MOTIVATION PERCEPTIVE + SENSIBLE
CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES
04
WHAT TYPE OF LEARNING MATERIAL DID YOU PROVIDE / WAS PROVIDED? DIGITAL RESOURCES
BASIC LECTURES
INFOGRAPHICS, MIND MAPS, VIUSAL MARKS
CREATE DEBATE AND DISCUSSION
MORE MEMORIAL RETENTION
EACH STUDENT ASSIGNED
OFFICIAL REAL DATA OFFICIAL STATES
PBL METHODOLOGY FOR EVADING CONFUSION PRESENTING EXAMPLES
PROFESSORS’ ROLE NOT AUTHORITY
GUIDANCE
WORK METHOD
- HORIZONTAL RELATIONSHIP
- MATERIAL, PROCESS, ASSESSMENT
- CONSTANT WORK CONTROL
- RESPECT
- MOTIVATION
-RUBRIC AND CURRICULAS
CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES
05
HOW WAS THE LEARNING PROCESS OF STUDENTS STRUCTURED? GUIDED AUTO - LEARNING
IN A COURSE THE BEST FITTING METHOD FOR STUDENTS, FLEXIBILITY
COACHING
DIAGNOSIS
PROPOSAL
REAL STAKEHOLDERS
REAL PROBLEM IMMERSIVE
FEEDBACK
THROUGH MANY COURSES RECOLLECT DATA FROM PREVIOUS COURSES: CONTINUITY OPEN MINDNESS FROM TEACHERS FOR CRITICS + FEEDBACK
T1
NEW CYCLE
NEW CYCLE
OLD DATA
OLD DATA
T2
CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES
T3
06