{"id":6688,"date":"2021-02-23T11:15:52","date_gmt":"2021-02-23T10:15:52","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/1-4\/"},"modified":"2021-03-11T15:45:24","modified_gmt":"2021-03-11T14:45:24","slug":"1-4","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/1-4\/","title":{"rendered":"Sp\u0113les re\u017e\u012bma izv\u0113le – 1. Noda\u013ca 4. Nodarb\u012bba"},"content":{"rendered":"\n

\u0160aj\u0101 modul\u012b m\u0113s iziesim cauri visam izgl\u012btojo\u0161as izlau\u0161an\u0101s istabas rad\u012b\u0161anas procesam no nulles.<\/p>\n\n

Iev\u0113rojot Arnab & Clarke Transdisciplin\u0101raj\u0101 metodolo\u0123ij\u0101 pied\u0101v\u0101to pieeju, “Dal\u012bbnieku posms” ir sadal\u012bts piec\u0101s jom\u0101s, kuras pedagogiem j\u0101apsver, izstr\u0101d\u0101jot savu izgl\u012btojo\u0161o izlau\u0161an\u0101s sp\u0113li.<\/p>\n\n

1. Dal\u012bbnieku tipi<\/strong>: Nepiecie\u0161ams izv\u0113rt\u0113t sp\u0113l\u0113t\u0101ju demogr\u0101fisk\u0101s un izgl\u012bt\u012bbas vajadz\u012bbas.<\/p>\n\n

2. Laiks<\/strong>: J\u0101izv\u0113las pieredzes ilgums. T\u0101 var b\u016bt \u012bsa 15 min\u016b\u0161u sp\u0113le vai gar\u0101ka pieredze pat vair\u0101ku dienu garum\u0101. <\/p>\n\n

3. Gr\u016bt\u012bbas pak\u0101pe<\/strong>: M\u012bklu sare\u017e\u0123\u012bt\u012bba j\u0101piel\u0101go da\u017e\u0101da izgl\u012bt\u012bbas l\u012bme\u0146a m\u0113r\u0137auditorijai, piem\u0113ram, skol\u0113niem, studentiem, ma\u0123istriem, doktorantiem un skolas darbiniekiem.<\/p>\n\n

4. Re\u017e\u012bms<\/strong>: J\u0101izv\u0113las viens no sp\u0113les re\u017e\u012bmiem: sadarb\u012bb\u0101 balst\u012btais, kur sp\u0113l\u0113t\u0101jiem j\u0101sastr\u0101d\u0101jas, lai izietu sp\u0113li, vai ar\u012b s\u0101ncens\u012bb\u0101 balst\u012btais, kur sp\u0113l\u0113t\u0101ji sacen\u0161as, kur\u0161 pirmais izpild\u012bs uzdevumus.<\/p>\n\n

5. M\u0113rogs<\/strong>: J\u0101izv\u0113las sp\u0113l\u0113t\u0101ju skaits, kuram tiks piel\u0101gota sp\u0113le.<\/p>\n\n

\"\"<\/figure><\/div>\n\n

2. nodarb\u012bb\u0101<\/strong> m\u0113s apl\u016bkoj\u0101m pirmo punktu \u2013 Dal\u012bbnieku tipus.<\/strong><\/p>\n\n

3. nodarb\u012bb\u0101<\/strong> turpin\u0101j\u0101m ar 2. punktu \u2013 Laiku<\/strong> and 3. punktu \u2013 Gr\u016bt\u012bbas pak\u0101pi<\/strong>. <\/p>\n\n

4. nodarb\u012bb\u0101 <\/strong>apl\u016bkosim ceturto 4. punktu \u2013 Re\u017e\u012bmu.<\/strong><\/p>\n\n

\"\"<\/figure><\/div>\n\n

Re\u017e\u012bmi: Izlau\u0161an\u0101s sp\u0113\u013cu vari\u0101cijas<\/strong><\/h2>\n\n

Past\u0101v vair\u0101ki varianti, k\u0101 padar\u012bt izlau\u0161an\u0101s sp\u0113les par daudzveid\u012bgu pieredzi.<\/p>\n\n

Sacens\u012bbu izlau\u0161an\u0101s istabas<\/strong><\/h3>\n\n

Parasti izlau\u0161an\u0101s istabas fokus\u0113jas uz komandas darba veicin\u0101\u0161anu, tom\u0113r past\u0101v ar\u012b t\u0101das istabas, kuru uzman\u012bbas centr\u0101 ir sp\u0113l\u0113t\u0101ju konkurence un sacens\u012bbu gars. Da\u017ei r\u012bkot\u0101ji pied\u0101v\u0101 komand\u0101m sp\u0113l\u0113t vien\u0101d\u0101s istab\u0101s, un uzvar t\u0101 komanda, kurai izdodas izb\u0113gt pirmajai.<\/p>\n\n

V\u0113l viens variants ir komand\u0101m sacensties piln\u012bgi da\u017e\u0101d\u0101s istab\u0101s.<\/p>\n\n

S\u0101ncens\u012bba \u0161eit ir b\u016btisks elements, jo skol\u0113niem ir j\u0101sacen\u0161as ar cit\u0101m grup\u0101m, lai izk\u013c\u016btu no telpas. Neskatoties uz to, \u0161aj\u0101s sacens\u012bb\u0101s vi\u0146iem b\u016bs j\u0101pa\u013caujas uz saviem komandas biedriem, jo var\u0113tu b\u016bt da\u017ei uzdevumi, kurus ne visi grupas dal\u012bbnieki var\u0113s atrisin\u0101t. Cits viedoklis uzsver komandas darbu un sadarb\u012bbu, nevis konkurenci. Turkl\u0101t noz\u012bm\u012bga konkurences paz\u012bme ir iesp\u0113jam\u0101 neveiksme, ko vajadz\u0113tu pie\u013caut, lai skol\u0113ni var\u0113tu no t\u0101s m\u0101c\u012bties.<\/p>\n\n

Uz rezult\u0101tiem b\u0101z\u0113tas izlau\u0161an\u0101s istabas<\/strong><\/h3>\n\n

Var sekot l\u012bdzi komandas rezult\u0101tiem, izveidojot punktu sist\u0113mu, kas balst\u0101s uz uzdevumiem, laiku un soda punktiem. Piem\u0113ram, punkti var tikt no\u0146emti par m\u0101jiena piepras\u012b\u0161anu, vai ar\u012b tos var pie\u0161\u0137irt par to, ka komanda atkl\u0101j papildu nosl\u0113pumus istab\u0101, kas nav tie\u0161i saist\u012bti ar izlau\u0161an\u0101s ce\u013cu.<\/p>\n\n

Liela m\u0113roga izlau\u0161an\u0101s sp\u0113les sar\u012bkojums<\/strong><\/h3>\n\n

Vair\u0101kas komandas vien\u0101 un taj\u0101 pa\u0161\u0101 telp\u0101 (vai telp\u0101s) sp\u0113l\u0113 vienlaic\u012bgi vien\u0101 noteikt\u0101 laika posm\u0101. Lai ar\u012b komandas ir neatkar\u012bgas viena no otras, \u0161eit past\u0101v neliels konkurences elements, jo katrs m\u0113\u0123ina atrisin\u0101t izaicin\u0101jumu vis\u012bs\u0101kaj\u0101 laik\u0101.<\/p>\n\n

Divas m\u0101c\u012bbu strat\u0113\u0123ijas \u2013 Sadarb\u012bba un S\u0101ncens\u012bba<\/strong><\/h3>\n\n
\"\"<\/figure><\/div>\n\n

Klase, kas sadarbojas<\/strong><\/h3>\n\n

Skol\u0113ni parasti tiek sadal\u012bti maz\u0101s grup\u0101s un mudin\u0101ti str\u0101d\u0101t kop\u0101, lai maksimiz\u0113tu vi\u0146u pa\u0161u un citu grupas dal\u012bbnieku m\u0101c\u012b\u0161anos. Iesp\u0113jam\u0101s aktivit\u0101tes \u0161eit var iek\u013caut savu darbu las\u012b\u0161anu ska\u013ci viens otram, individu\u0101lo rakstisko projektu apspriedi un kop\u012bgu redi\u0123\u0113\u0161anu, m\u0101c\u012bbu kart\u012b\u0161u izveidi, lai pal\u012bdz\u0113tu viens otram iegaum\u0113t v\u0101rdu pareizrakst\u012bbu vai reizin\u0101\u0161anas tabulu, un kop\u012bgu darbu pie liel\u0101kiem projektiem, piem\u0113ram, zin\u0101tniska eksperimenta, v\u0113stures prezent\u0101cijas vai soci\u0101l\u0101s probl\u0113mas anal\u012bzes.<\/p>\n\n

Plusi<\/strong><\/td>M\u012bnusi<\/strong><\/td><\/tr>
B\u0113rni apg\u016bst svar\u012bgas sadarb\u012bbas prasmes, kas vi\u0146iem b\u016bs nepiecie\u0161amas v\u0113l\u0101k darba dz\u012bv\u0113<\/td>Skolot\u0101jam var b\u016bt gr\u016bti prec\u012bzi nov\u0113rt\u0113t katra skol\u0113na individu\u0101lo progresu<\/td><\/tr>
Skol\u0113ni var lab\u0101k apg\u016bt m\u0101c\u012bbu vielu, pal\u012bdzot citiem to m\u0101c\u012bties<\/td>Skol\u0113ni var neb\u016bt motiv\u0113ti censties, zin\u0101dami, ka klasesbiedri izdar\u012bs visu projektam nepiecie\u0161amo<\/td><\/tr>
B\u0113rnus, kuri var\u0113tu atpalikt konkurences apst\u0101k\u013cos, uz progresu var pamudin\u0101t vi\u0146u grupas biedri<\/td>Skol\u0113ni var b\u016bt neapmierin\u0101ti, ja vi\u0146u individu\u0101lie centieni netiek nov\u0113rt\u0113ti<\/td><\/tr><\/tbody><\/table><\/figure>\n
\"\"<\/figure><\/div>\n\n

Klase, kas sacen\u0161as<\/strong><\/h3>\n\n

\u0160o pieeju da\u017ereiz sauc par individu\u0101listisku m\u0101c\u012b\u0161an\u0101s pieeju, un t\u0101 ir tradicion\u0101la m\u0101c\u012bbu forma, kas balst\u012bta s\u0101ncens\u012bb\u0101. Skol\u0113ni m\u0101c\u0101s individu\u0101li un katrs pilda savus uzdevumus, m\u0113\u0123inot apg\u016bt pasniegto vielu. Vi\u0146u progresa izv\u0113rt\u0113\u0161anai tiek izmantoti testi, uzdevumi un kontroldarbi, kurus nov\u0113rt\u0113 ar procentu\u0101li vai ar skaitli vai burtu izteiktu atz\u012bmi. \u0160\u0101dos apst\u0101k\u013cos skol\u0113ni sav\u0101 starp\u0101 konkur\u0113 par lab\u0101kaj\u0101m atz\u012bm\u0113m un j\u016bsu atzin\u012bbu.<\/p>\n\n

Plusi<\/strong><\/td>M\u012bnusi<\/strong><\/td><\/tr>
B\u0113rni saskaras ar re\u0101laj\u0101 pasaul\u0113 sastopamo konkurences izaicin\u0101jumu<\/td>Da\u017ei skol\u0113ni var k\u013c\u016bt neapmierin\u0101ti un pat ap\u0101tiski, ja vi\u0146i p\u0101r\u0101k atpaliek no p\u0101r\u0113jiem klasesbiedriem<\/td><\/tr>
Skol\u0113ni tiek mudin\u0101ti censties izdar\u012bt visu p\u0113c iesp\u0113jas lab\u0101k<\/td>Augstu atz\u012bmju ieg\u016b\u0161ana un skolot\u0101ju atzin\u012bba var tikt uztverta k\u0101 svar\u012bg\u0101ka nek\u0101 faktisk\u0101 m\u0101c\u012b\u0161an\u0101s<\/td><\/tr>
Tiek veicin\u0101ta un apbalvota neatkar\u012bga dom\u0101\u0161ana un individu\u0101las p\u016bles<\/td>Netiek likts uzsvars uz pozit\u012bvu sadarb\u012bbu ar citiem<\/td><\/tr>
B\u0113rni joproj\u0101m var str\u0101d\u0101t komand\u0101s, bet ar\u012b sacensties ar cit\u0101m komand\u0101m<\/td>\u00a0<\/td><\/tr><\/tbody><\/table><\/figure>\n

Vai \u0161eit ir vidusce\u013c\u0161?<\/strong><\/h3>\n\n

T\u0101pat k\u0101 dz\u012bv\u0113, ar\u012b m\u0101c\u012b\u0161an\u0101 nekas nav piln\u012bgi melns vai balts. \u0145emot v\u0113r\u0101 to, ka konkurences un kooperat\u012bvajai m\u0101c\u012bbu strat\u0113\u0123ij\u0101m katrai ir savas priek\u0161roc\u012bbas, t\u0101s abas var\u0113tu izmantot stund\u0101s.<\/p>\n\n

\"\"<\/figure><\/div>\n\n

T\u0101 k\u0101 visa izlau\u0161an\u0101s sp\u0113les pieredze sast\u0101v no komand\u0101m, kas sacen\u0161as ar cit\u0101m komand\u0101m, viena no t\u0101s svar\u012bg\u0101kaj\u0101m iez\u012bm\u0113m ir sadarb\u012bbas un konkurences kombin\u0113\u0161ana<\/strong>. \u201cK\u0101 konkurenci veicino\u0161\u0101s pieejas priek\u0161roc\u012bbas m\u0113s varam min\u0113t interaktivit\u0101ti, sadarb\u012bbu grupas robe\u017e\u0101s, akt\u012bvu l\u012bdzdal\u012bbu, izaicin\u0101jumus un skol\u0113nu motiv\u0113\u0161anu pa\u0161iem izp\u0113t\u012bt savas t\u0113mas\u201d (Burguillo, 2010, 12.lpp). \u0160\u012bs \u012bpa\u0161\u012bbas tiek izmantotas, lai motiv\u0113tu dal\u012bbniekus liel\u0101kaj\u0101 da\u013c\u0101 sp\u0113\u013cu. Cagiltay et al. (2015) rakst\u0101 varam izlas\u012bt, ka \u201ckonkurences elementa iek\u013cau\u0161ana uz sp\u0113les balst\u012bt\u0101 m\u0101c\u012bbu vid\u0113 uzlabo m\u0101c\u012bbu rezult\u0101tus un dal\u012bbnieku motiv\u0101ciju. Tas noz\u012bm\u0113, ka sp\u0113\u013cu izstr\u0101d\u0101t\u0101jiem j\u0101iek\u013cauj sacens\u012bbas vi\u0146u izveidotaj\u0101s sp\u0113l\u0113s, lai atvieglotu m\u0101c\u012b\u0161anos.\u201d (40.lpp.). Sadarb\u012bbas veicin\u0101\u0161anai ar\u012b ir daudz priek\u0161roc\u012bbu. K\u0101 ieguvumus no \u0161\u012bs pieejas varam min\u0113t \u201catbalstu partneriem un izpal\u012bdz\u012bgas uzved\u012bbas veicin\u0101\u0161anu. \u0160\u0101da pieeja daudziem skol\u0113niem ar\u012b pal\u012bdz\u0113jusi p\u0101rvar\u0113t kautr\u012bbu, uzlabojot vi\u0146u l\u012bdzdal\u012bbu\u201d (Ciampa, 2014, 93.lpp).<\/p>\n\n

K\u0101 sabalans\u0113t konkurenci un sadarb\u012bbu m\u0101c\u012bbu proces\u0101<\/strong><\/h3>\n\n
\"\"<\/figure><\/div>\n\n

P\u0113d\u0113jos gados m\u0113s esam daudz dzird\u0113ju\u0161i par kolaborat\u012bvo m\u0101c\u012b\u0161anos, ta\u010du tas noticis gandr\u012bz vai uz cita, tikpat svar\u012bga j\u0113dziena – konkurences – r\u0113\u0137ina. Ir pie\u0146emts, ka m\u016bsdienu skol\u0113niem j\u0101b\u016bt uz pakalpojumu snieg\u0161anu tend\u0113tiem, sp\u0113j\u012bgiem sadarboties, intelektu\u0101li pazem\u012bgiem un maz\u0101k individu\u0101liem sav\u0101 izgl\u012bt\u012bbas ce\u013c\u0101. Tom\u0113r tikt\u0101l m\u0113s esam run\u0101ju\u0161i t\u0101, it k\u0101 sadarb\u012bba un konkurence b\u016btu savstarp\u0113ji izsl\u0113dzo\u0161as, kas t\u0101 neb\u016bt nav.<\/p>\n\n

Da\u017ei no jums teiks, ka konkurence kait\u0113 m\u0101c\u012bb\u0101m. Paties\u012bb\u0101 Alfijs Kohns to saka jau gadiem ilgi: \u201cP\u0113tnieki vis\u0101 valst\u012b secina, ka b\u0113rni nem\u0101c\u0101s lab\u0101k, ja izgl\u012bt\u012bba tiek p\u0101rveidota par konkurences c\u012b\u0146u. K\u0101p\u0113c? Pirmk\u0101rt, konkurence b\u0113rnus bie\u017ei satrauc un tas trauc\u0113 koncentr\u0113ties. Otrk\u0101rt, konkurence ne\u013cauj vi\u0146iem atr\u0101d\u012bt savus talantus un resursus, k\u0101 to dara sadarb\u012bba, t\u0101p\u0113c vi\u0146i nevar m\u0101c\u012bties viens no otra. Visbeidzot, m\u0113\u0123in\u0101jumi b\u016bt numur viens nov\u0113r\u0161 vi\u0146u uzman\u012bbu no t\u0101, k\u0101 vi\u0146iem vajadz\u0113tu m\u0101c\u012bties. Tas var \u0161\u0137ist paradoks\u0101li, bet, kad skol\u0113ns koncentr\u0113jas uz atl\u012bdz\u012bbu (10 vai zelta zvaigzni vai trofeju), vi\u0146u maz\u0101k interes\u0113 tas, ko vi\u0146\u0161 dara. Rezult\u0101t\u0101 no t\u0101 cie\u0161 vi\u0146u sniegums.\u201d<\/p>\n\n

Neskatoties uz to, konkurence ir cilv\u0113ka dabas b\u016btiska sast\u0101vda\u013ca. Tom\u0113r mums ir j\u0101maina veids, k\u0101 m\u0113s m\u0101c\u0101m skol\u0113nus skat\u012bties uz konkurenci un rea\u0123\u0113t uz to. Piem\u0113ram, mums j\u0101pasniedz sadarb\u012bba k\u0101 konkurences priek\u0161roc\u012bba. Skolot\u0101jiem j\u0101s\u0101k atalgot skol\u0113nus par emp\u0101tiju un lab\u0101m klaus\u012b\u0161an\u0101s prasm\u0113m, ne tikai par m\u0101jas darbu izpildi.<\/p>\n\n

S\u0101ncens\u012bba m\u0101c\u012b\u0161an\u0101s proces\u0101 noz\u012bm\u0113 ne tikai dar\u012bt visu iesp\u0113jamo, lai g\u016btu pan\u0101kumus individu\u0101li, bet ar\u012b b\u016bt uz\u0146\u0113m\u012bgam pret sabiedr\u012bbas vajadz\u012bb\u0101m. Pirms desmit gadiem pan\u0101kumi b\u016btu noz\u012bm\u0113ju\u0161i ieg\u016bt j\u016bsu gr\u0101du, zin\u0101t, k\u0101 veiksm\u012bgi iziet interviju, un izdom\u0101t lielisku biznesa ideju. Tagad tas var noz\u012bm\u0113t izv\u0113l\u0113ties alternat\u012bvu izgl\u012bt\u012bbas ce\u013cu, zin\u0101t, k\u0101 sadarboties ar citiem un att\u012bst\u012bt prasmes, kas nav tehniskas (soft skills), un saprast soci\u0101l\u0101s uz\u0146\u0113m\u0113jdarb\u012bbas v\u0113rt\u012bbu. L\u016bk da\u017eas strat\u0113\u0123ijas, k\u0101 k\u013c\u016bt par konkur\u0113tsp\u0113j\u012bgu izgl\u012btojamo: <\/strong><\/p>\n\n

  • Izmantojiet inov\u0101ciju, nevis zin\u0101\u0161anas, k\u0101 konkurences priek\u0161roc\u012bbu<\/li>
  • Att\u012bstiet sp\u0113ju sastr\u0101d\u0101ties, lai atrisin\u0101tu probl\u0113mu<\/li>
  • Izprotiet, k\u0101 veidot savu kl\u0101tb\u016btni<\/li>
  • Izstr\u0101d\u0101jiet daudzdiscipl\u012bnu perspekt\u012bvu<\/li>
  • Atrodiet iek\u0161\u0113jo motiv\u0101ciju<\/li>
  • Nebaidieties no neveiksm\u0113m<\/li>
  • Ticiet pakalpojumu kult\u016brai<\/li>
  • Akt\u012bvi uzlabojiet savu atmi\u0146u<\/li>
  • Att\u012bstiet digit\u0101l\u0101s prasmes<\/li>
  • Sekojiet savam m\u0101c\u012bbu progresam<\/li><\/ul>\n
    \"\"<\/figure><\/div>\n\n

    M\u0113\u0123in\u0101t vien\u0101 m\u0101c\u012bbu stund\u0101 integr\u0113t gan kooperat\u012bv\u0101s, gan konkurences strat\u0113\u0123ijas prasa daudz p\u016b\u013cu un ap\u0146\u0113m\u012bbas, ta\u010du to ir v\u0113rts dar\u012bt, ja tas atbilst j\u016bsu skol\u0113nu vajadz\u012bb\u0101m.<\/p>\n\n

    Izlau\u0161an\u0101s istabas \u013cauj nosl\u012bp\u0113t savas komandas sp\u0113l\u0113t\u0101ja prasmes un uz stundu nodoties bezr\u016bp\u012bg\u0101m, tom\u0113r rezultat\u012bv\u0101m sp\u0113l\u0113m, kur\u0101s j\u0101atrisina m\u012bklas un j\u0101iziet no istabas, atkl\u0101jot arvien jaunas nor\u0101des.<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6688"}],"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=6688"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6688"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6688"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}