Método para un trabajo transdisciplinario de innovación

pedagógica en la escuela

Isidora Mena Edwards Psicóloga 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.

School

Method

a. Develop creativity by understand knowledge

b. As a collaborative planification

Research

•

Le

arnin

g to

be

cre

ativ

e

•

1. School

Inhibiting creativity

Fostering creativity

Gestión escolar: organización como

comunidad de aprendizaje y creatividad

Enseñanza en

sala de clases

1

2

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.e

Why 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 secundarias Primary 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 crear

1. 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

School

Method

a. Develop creativity by understand

knowledge

b. As a collaborative planification

Research

•

Le

arnin

g to

be

cre

ativ

e

•

A cuasi experimental study,

which objective was to analyze

the impact in the student’s learning

once 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

Teachers

Student

Capacitación

Evaluación cualitativa (Bitácoras)

Isidora Mena Edwards; Ruby Vizcarra Rebolledo; Gastón Sepúlveda Espinosa

Instrumentos y análisis cuantitativo

Instrumentos

Alumnos

– 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.

0

2

4

6

8

10

12

14

16

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