Iepriek\u0161\u0113j\u0101 nodarb\u012bb\u0101 m\u0113s esam izskat\u012bju\u0161i izlau\u0161an\u0101s istabas m\u012bklu pamatstrukt\u016bru un atkl\u0101ju\u0161i da\u017e\u0101dus m\u012bklu veidus. \u0160aj\u0101 un n\u0101kamaj\u0101s nodarb\u012bb\u0101s m\u0113s redz\u0113sim da\u017e\u0101das iesp\u0113jas izk\u0101rtot m\u012bklas da\u017e\u0101d\u0101s sec\u012bb\u0101s, lai izveidotu labi funkcion\u0113jo\u0161u izlau\u0161an\u0101s sp\u0113li.<\/p>\n\n
Nikolsons pied\u0101v\u0101 tr\u012bs veidu ce\u013cus, kas tiks izskaidroti \u0161aj\u0101 un n\u0101kamaj\u0101 nodarb\u012bb\u0101.<\/p>\n\n
Pirmk\u0101rt, parun\u0101sim par line\u0101ro ce\u013cu.<\/strong><\/p>\n\n
\u0160\u012bs sec\u012bbas nosaukums ir labi apraksto\u0161s. M\u012bklas sarindo vien\u0101 l\u012bnij\u0101, vien\u0101 konkr\u0113t\u0101 sec\u012bb\u0101. Pirm\u0101s m\u012bklas atrisin\u0101\u0161ana noved pie otr\u0101s, otr\u0101s l\u012bdz tre\u0161\u0101s un t\u0101 t\u0101l\u0101k l\u012bdz p\u0113d\u0113jai m\u012bklai, kas atsl\u0113dz telpu. Nikolsons (2015) zi\u0146o, ka \u0161\u0101du modeli izmanto 37% aptauj\u0101to izlau\u0161an\u0101s istabu.<\/p>\n\n
Ilustr\u0101cija<\/strong><\/h4>\n\n
Extracted from Wiemker et al. (2015, p.9).<\/figcaption><\/figure><\/div>\n\n
\u0160\u012b infografika no Wiemker et al. (2015) var\u0113tu pal\u012bdz\u0113t jums vizualiz\u0113t, ko m\u0113s dom\u0101jam ar line\u0101ru ce\u013cu. <\/p>\n\n
Pirm\u0101 m\u012bkla ir aizsl\u0113gtas durvis. Atverot t\u0101s, dal\u012bbnieki atkl\u0101j l\u0101di (2. m\u012bklu). M\u0113s varam iedom\u0101ties, ka l\u0101d\u0113 ir durvju atv\u0113r\u0161anas atsl\u0113ga (3. m\u012bkla), aiz kuras atrodas kaste (4. m\u012bkla). P\u0113d\u0113j\u0101 m\u012bkla \u013cauj atv\u0113rt lodzi\u0146u, kur\u0101 ir atsl\u0113ga \/ kods, lai izietu. <\/p>\n\n
Plusi<\/strong><\/h4>\n\n
Tas ir vienk\u0101r\u0161\u0101kais un visviegl\u0101k saprotamais risin\u0101jums, k\u0101 struktur\u0113t izlau\u0161an\u0101s istabu. Veidojot izgl\u012btojo\u0161u telpu, j\u016bs, skolot\u0101ji, visticam\u0101k s\u0101ksiet ar \u0161o sh\u0113mu. To ir optim\u0101li izmantot jauniem dal\u012bbniekiem un ies\u0101c\u0113jiem, lai iepaz\u012bstin\u0101tu ar sp\u0113li un t\u0101s principu, izvairoties no p\u0101rslogojuma, p\u0101rpratumiem un drosmes zuduma. Line\u0101rie ce\u013ci rada skaidru strukt\u016bru. Dal\u012bbnieki zina, ar ko s\u0101kt, kas vi\u0146iem j\u0101dara un ar ko tas beidzas.<\/p>\n\n
Line\u0101r\u0101s strukt\u016bras papildu priek\u0161roc\u012bba ir t\u0101, ka m\u012bklu sec\u012bba ir noteikta jau iepriek\u0161. Iesp\u0113jas ir ierobe\u017eotas, kas \u013cauj izveidot\u0101jam iepriek\u0161 r\u016bp\u012bgi p\u0101rbaud\u012bt darb\u012bbu sec\u012bbu un izvair\u012bties no k\u013c\u016bm\u0113m. Diem\u017e\u0113l \u0161iem plusiem seko vair\u0101ki m\u012bnusi, ar kuriem j\u016bs var\u0113tu sastapties sav\u0101 ce\u013cojum\u0101. Vai tie atsv\u0113rs plusus? Tas jums b\u016bs j\u0101izlemj, balstoties uz j\u016bsu pa\u0161u pieredzi un skol\u0113nu uztveri.<\/p>\n\n
M\u012bnusi<\/strong><\/h4>\n\n
Pirmk\u0101rt, tas samazina iesp\u0113ju str\u0101d\u0101t pie atrisin\u0101juma kop\u012bgi, k\u0101 komanda. Izgl\u012btojo\u0161\u0101s izlau\u0161an\u0101s istab\u0101s bie\u017ei tiek grup\u0113ti 8 l\u012bdz 10 cilv\u0113ki, kas ir liel\u0101ks sp\u0113l\u0113t\u0101ju skaits nek\u0101 parasti sastopams profesion\u0101laj\u0101s telp\u0101s vis\u0101 pasaul\u0113, kur\u0101s vien\u0101 komand\u0101 Eirop\u0101 piedal\u0101s aptuveni 4 sp\u0113l\u0113t\u0101ji (Nikolsons, 2015). Lai gan 4 cilv\u0113ki var\u0113tu str\u0101d\u0101t pie vienas m\u012bklas, line\u0101r\u0101 ce\u013ca strukt\u016bra nesp\u0113s iek\u013caut 8 vai vair\u0101k. Tas noz\u012bm\u0113, ka visbie\u017e\u0101k \u0161\u012b m\u012bklu ce\u013ca kontekst\u0101 da\u017ei studenti tiks atstumti mal\u0101, jo tr\u016bkst uzdevumu, neatkar\u012bgi no t\u0101, vai tas notiek p\u0113c vi\u0146u pa\u0161u v\u0113l\u0113\u0161an\u0101s vai n\u0113. Rezult\u0101t\u0101 tas mazin\u0101s gandar\u012bjuma saj\u016btu un var izrais\u012bt garlaic\u012bbu (Escape Rooms on Social Entrepreneurship, 2020). Turkl\u0101t, iesp\u0113jams, atkl\u0101siet, ka viens vai da\u017ei skol\u0113ni izce\u013cas un atrisina liel\u0101ko da\u013cu m\u012bklu, neprasot pal\u012bdz\u012bbu no klasesbiedriem (Linear vs. Multi-path, n.d.), k\u0101 rezult\u0101t\u0101 sadarb\u012bbas iesp\u0113jas tiek pazemin\u0101tas.<\/p>\n\n
Tom\u0113r sadarb\u012bba un kooper\u0101cija ir izlau\u0161an\u0101s istabu pamat\u0101. Komandas sp\u0113l\u0113t\u0101jiem ir j\u0101sazin\u0101s, j\u0101dom\u0101 kolekt\u012bvi, j\u0101apmain\u0101s un j\u0101dal\u0101s (Escape game, 2018). Lai sasniegtu sp\u0113li m\u0113r\u0137i un to atrisin\u0101tu, ir svar\u012bgi dal\u012bties ar nor\u0101d\u0113m, idej\u0101m un inform\u0101ciju, k\u0101 ar\u012b sadal\u012bt uzdevumus starp dal\u012bbniekiem. Tas veicina kolekt\u012bvo inteli\u0123enci. Pj\u0113rs Levijs (2018, k\u0101 cit\u0113ts Fenaert et al., 2019, 27. lpp.) to raksturo k\u0101 \u201cm\u0101kslu vienlaikus maksim\u0101li palielin\u0101t rado\u0161o br\u012bv\u012bbu un sadarb\u012bbas efektivit\u0101ti\u201d. Ac\u012bmredzamu iemeslu d\u0113\u013c j\u016bs, iesp\u0113jams, paman\u012bsit da\u017eas sadarb\u012bbas kvalit\u0101tes at\u0161\u0137ir\u012bbas neatkar\u012bgi no t\u0101, vai skol\u0113ni grup\u0101s viens otru paz\u012bst vai ne. <\/p>\n\n
Turkl\u0101t, ja dal\u012bbnieki iestr\u0113gst vien\u0101 m\u012bkl\u0101 un m\u0101jieni izr\u0101d\u0101s neder\u012bgi t\u0101s atrisin\u0101\u0161an\u0101, sp\u0113le vai nu beigsies, vai ar\u012b sp\u0113les vad\u012bt\u0101js \/ pasniedz\u0113js pateiks priek\u0161\u0101 risin\u0101jumu, kas nesaskan ar sp\u0113les un visp\u0101r\u0113j\u0101 izgl\u012bt\u012bbas procesa m\u0113r\u0137i. Tas var izrais\u012bt ar\u012b neapmierin\u0101t\u012bbu starp dal\u012bbniekiem.<\/p>\n\n
\u0160aj\u0101 kontekst\u0101 m\u0113s iesak\u0101m izmantot line\u0101ro ce\u013cu sava rad\u012b\u0161anas procesa s\u0101kum\u0101, bet pak\u0101peniski att\u0101lin\u0101ties no t\u0101, kad ieg\u016bstat p\u0101rliec\u012bbu. Izm\u0113\u0123inot scen\u0101riju kop\u0101 ar skol\u0113niem, j\u016bs varat saskarties ar \u0161iem m\u012bnusiem. M\u0113\u0123iniet uzskat\u012bt \u0161os tr\u016bkumus par vietu iesp\u0113jamiem uzlabojumiem. Izmantojiet tos, lai padar\u012btu j\u016bsu n\u0101kamo m\u012bklu sec\u012bbu lab\u0101ku.<\/p>\n\n
Izp\u0113t\u012bju\u0161i line\u0101r\u0101 ce\u013ca strukt\u016bru, priek\u0161roc\u012bbas un tr\u016bkumus, m\u0113s detaliz\u0113sim citu veidu ce\u013cus 14. un 15. nodarb\u012bb\u0101. Tas sniegs jums papildu risin\u0101jumus, lai izvair\u012btos no iepriek\u0161 min\u0113taj\u0101m probl\u0113m\u0101m, un j\u016bs var\u0113siet izveidot m\u012bklu sec\u012bbu, kur\u0101 visi skol\u0113ni var\u0113s sadarboties.<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6664"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/grain"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=6664"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6664"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6664"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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