{"id":6691,"date":"2021-02-23T11:17:29","date_gmt":"2021-02-23T10:17:29","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/4-20\/"},"modified":"2021-03-11T15:44:31","modified_gmt":"2021-03-11T14:44:31","slug":"4-20","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/4-20\/","title":{"rendered":"M\u0101jieni – 4. Noda\u013ca 20. Nodarb\u012bba"},"content":{"rendered":"\n

Ar \u0161o nodarb\u012bbu nosl\u0113dzas STEAMER e-m\u0101c\u012bbu modu\u013ca 4. noda\u013ca: m\u012bklu izstr\u0101de<\/strong>. Iepriek\u0161\u0113j\u0101s nodarb\u012bb\u0101s m\u0113s esam apl\u016bkoju\u0161i da\u017e\u0101dus m\u012bklu veidus un k\u0101 tos sak\u0101rtot struktur\u0113t\u0101s sec\u012bb\u0101s. M\u0113s dev\u0101m jums r\u012bkus un padomus uzdevumu izveidei, k\u0101 ar\u012b past\u0101st\u012bj\u0101m, k\u0101 tos var piel\u0101got skol\u0113niem ar m\u0101c\u012b\u0161an\u0101s trauc\u0113jumiem. \u0160\u012b p\u0113d\u0113j\u0101 nodarb\u012bba piev\u0113rs\u012bsies t\u0113mai, kuru m\u0113s v\u0113l neesam analiz\u0113ju\u0161i, bet kas ir tikpat svar\u012bga, lai j\u016bsu izlau\u0161an\u0101s istabas sp\u0113le str\u0101d\u0101tu: parun\u0101sim par m\u0101jieniem.<\/p>\n\n

V\u0101rdus \u2018m\u0101jiens\u2019 un \u2018nor\u0101de\u2019 bie\u017ei savstarp\u0113ji aizst\u0101j, lietojot k\u0101 sinon\u012bmus, kaut ar\u012b to noz\u012bme nedaudz at\u0161\u0137iras. \u0160aj\u0101 nodarb\u012bb\u0101 m\u0113s defin\u0113sim m\u0101jienus k\u0101 \u201cnetie\u0161u vai visp\u0101r\u0113ju ieteikumu, k\u0101 kaut ko atrisin\u0101t\u201d (Merriem Webster, 2020a). Nor\u0101des savuk\u0101rt tiek defin\u0113tas k\u0101 \u201cpavediens, kas m\u016bs ved uz probl\u0113mas risin\u0101jumu\u201d. (Merriem Webster, 2020b). M\u0101jienus dod sp\u0113les vad\u012bt\u0101js. Tie neeksist\u0113 sp\u0113l\u0113 pa\u0161i par sevi. Savuk\u0101rt nor\u0101des atrodamas istab\u0101.<\/p>\n\n

\u0160\u012bs nodarb\u012bbas s\u0101kum\u0101 aprun\u0101simies par sp\u0113les vad\u012bt\u0101ja \/ pedagoga lomu izlau\u0161an\u0101s sp\u0113l\u0113. Tad m\u0113s piev\u0113rs\u012bsimies da\u017e\u0101du m\u0101jienu un to nodo\u0161anas veidu apl\u016bko\u0161anai.<\/p>\n\n

Ar m\u0101jieniem saist\u012btie noteikumi \u013coti vari\u0113 da\u017e\u0101d\u0101s izlau\u0161an\u0101s istab\u0101s apk\u0101rt pasaulei. Parasti m\u0101jienu skaits samazin\u0101s, ja palielinoties gr\u016bt\u012bbas pak\u0101pei.<\/p>\n\n

Sp\u0113les vad\u012bt\u0101ja \/ pedagoga loma<\/strong><\/h2>\n\n
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Designed by at\u00a0: https:\/\/www.freepik.com\/free-vector\/young-person-playing-with-computer_5083891.htm<\/a><\/figcaption><\/figure><\/div>\n\n

Profesion\u0101l\u0101s izlau\u0161an\u0101s istab\u0101s sp\u0113\u013cu vad\u012bt\u0101ji ir atbild\u012bgi par telpas p\u0101rraudz\u012bbu (piem\u0113ram, p\u0101rbauda, vai katra m\u012bkla darbojas k\u0101 paredz\u0113ts), dal\u012bbnieku uz\u0146em\u0161anu, noteikumu izskaidro\u0161anu, god\u012bgas pieredzes nodro\u0161in\u0101\u0161anu un m\u0101jienu do\u0161anu. Vi\u0146i ar\u012b uzrauga telpu, lai izvair\u012btos no boj\u0101jumiem, un sniedz pal\u012bdz\u012bbu \u0101rk\u0101rtas gad\u012bjumos (Nicholson, 2015).<\/p>\n\n

Nikolsons (2015) raksta: \u201cLab\u0101kie skolot\u0101ji \u013cauj skol\u0113niem iesaist\u012bties probl\u0113m\u0101s, izp\u0113t\u012bt un m\u0101c\u012bties, un iejaucas tikai tad, kad tas ir nepiecie\u0161ams, lai izvair\u012btos no skol\u0113nu p\u0101rliekas neapmierin\u0101t\u012bbas.\u201d B\u016bt labam sp\u0113les vad\u012bt\u0101jam ir l\u012bdz\u012bgi k\u0101 b\u016bt labam skolot\u0101jam. Jums j\u0101saprot, kad vislab\u0101k dot padomus – ne p\u0101r\u0101k agri risin\u0101\u0161anas proces\u0101, ne ar\u012b p\u0101r\u0101k v\u0113lu. Dodiet dal\u012bbniekiem laiku padom\u0101t ar\u012b pa\u0161iem.<\/p>\n\n

Izlau\u0161an\u0101s sp\u0113les izstr\u0101d\u0101t\u0101ja amata aprakst\u0101 (kas m\u016bsu kontekst\u0101 bie\u017ei b\u016bs ar\u012b sp\u0113les vad\u012bt\u0101js) ietilpst ar\u012b m\u0101jienu rad\u012b\u0161ana. Protams, j\u016bs varat improviz\u0113t uz vietas, ja j\u016bsu skol\u0113ni saskaras ar gr\u016bt\u012bb\u0101m. Tom\u0113r \u0161eit v\u0113lams b\u016bt t\u0101lredz\u012bgiem. Pirmk\u0101rt, sagatavojot m\u0101jienu sarakstu, j\u016bs var\u0113siet izvair\u012bties no nesagatavot\u012bbas vai nezi\u0146as, ko atbild\u0113t sp\u0113les laik\u0101. Otrk\u0101rt, tas pal\u012bdz\u0113s jums izprast un piel\u0101got j\u016bsu izdom\u0101to m\u0101jienu (un ar\u012b m\u012bklu) gr\u016bt\u012bbas pak\u0101pi. Uz vietas bez sagatavo\u0161an\u0101s jums var\u0113tu rasties k\u0101rdin\u0101jums dot padomus, kas izr\u0101d\u012bsies p\u0101r\u0101k viegli, vai otr\u0101di.<\/p>\n\n

T\u0101p\u0113c neatkar\u012bgi no t\u0101, vai pats b\u016bsiet sp\u0113les vad\u012bt\u0101js vai dele\u0123\u0113siet \u0161o uzdevumu kol\u0113\u0123im, m\u0113s iesak\u0101m izveidot sarakstu. Lai to izdar\u012btu, vispirms j\u0101izanaliz\u0113 m\u012bklas un j\u0101identific\u0113, kuros br\u012b\u017eos var\u0113tu rasties gr\u016bt\u012bbas (piem\u0113ram, m\u012bkl\u0101 iek\u013cauts matem\u0101tikas uzdevums, kas j\u016bsu skol\u0113niem parasti sag\u0101d\u0101 probl\u0113mas). Otrk\u0101rt, izdom\u0101jiet divus m\u0101jienus katr\u0101 identific\u0113taj\u0101 sare\u017e\u0123\u012btaj\u0101 viet\u0101: vienu viegli at\u0161ifr\u0113jamu, ja paman\u0101t, ka j\u016bsu studenti ir iestr\u0113gu\u0161i un vi\u0146iem nepiecie\u0161ama \u0101tra pal\u012bdz\u012bba, un v\u0113l vienu, kuru ir gr\u016bt\u0101k interpret\u0113t, ja zin\u0101t, ka vi\u0146i tuvojas gala m\u012bklas atrisin\u0101jumam.<\/p>\n\n

Turpin\u0101jum\u0101 apl\u016bkosim, k\u0101di var b\u016bt m\u0101jienu veidi.<\/p>\n\n

M\u0101jienu veidi<\/strong><\/h2>\n\n

Sp\u0113les vad\u012bt\u0101jiem ir divas iesp\u0113jas, k\u0101 dot m\u0101jienus: person\u012bgi vai ar m\u016bsdienu tehnolo\u0123iju pal\u012bdz\u012bbu. Pirm\u0101 iesp\u0113ja ir daudz maz\u0101k izplat\u012bta: Nikolsons (2015) to nov\u0113roja tikai 16% izp\u0113t\u012bto izlau\u0161an\u0101s istabu. sp\u0113les vad\u012bt\u0101ji var atrasties telp\u0101 kop\u0101 ar dal\u012bbniekiem, vai ar\u012b vi\u0146i var tikt izsaukti ar pogu. Izgl\u012btojo\u0161\u0101s izlau\u0161an\u0101s istabas gad\u012bjum\u0101 sp\u0113les vad\u012bt\u0101jam ir praktisk\u0101k uztur\u0113ties taj\u0101 pa\u0161\u0101 telp\u0101.<\/p>\n\n

Otra iesp\u0113ja ir izmantot domofonu, t\u0101lruni, da\u017e\u0101dus ekr\u0101nus vai citas sazi\u0146as metodes (epasti, \u010dati, ierakst\u012btas video zi\u0146as utt), vai r\u0101cijas (Wiemker et al., 2015). Lai ietaup\u012btu l\u012bdzek\u013cus, padomus var pieg\u0101d\u0101t ar\u012b uz pap\u012bra, pasl\u012bd\u0113t zem durv\u012bm, vai nodot caur v\u0113stu\u013cu kast\u012bti. <\/p>\n\n

<\/p>\n\n

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Image taken from\u00a0: https:\/\/roomescapeartist.com\/2019\/10\/24\/escape-room-hint-systems\/#:~:text=Hints%20are%20given%20by%20someone,the%20fun%20to%20come%20back<\/a><\/figcaption><\/figure>\n

<\/p>\n\n

\"\"
Image taken from: https:\/\/roomescapeartist.com\/2019\/10\/24\/escape-room-hint-systems\/#:~:text=Hints%20are%20given%20by%20someone,the%20fun%20to%20come%20back<\/a><\/figcaption><\/figure>\n

Noteikti piel\u0101gojiet m\u0101jienu do\u0161anas metodi j\u016bsu scen\u0101rijam un izlau\u0161an\u0101s istabas noform\u0113jumam. Neizmantojiet viedt\u0101lru\u0146us 1800. gadu vid\u0113 un pap\u012bru fut\u016bristisk\u0101 vid\u0113.<\/p>\n\n

Tagad, kad zinam, k\u0101 dot m\u0101jienus, apl\u016bkosim principus un skait\u013cus.<\/p>\n\n

Visp\u0101r\u0113ji m\u0101jienu do\u0161anas noteikumi<\/strong><\/h2>\n\n

Noteikumi par to, k\u0101 un k\u0101dus m\u0101jienus var sa\u0146emt, \u013coti at\u0161\u0137iras starp da\u017e\u0101d\u0101m izlau\u0161an\u0101s istab\u0101m. T\u0101p\u0113c m\u0113s jums sniegsim sarakstu ar iesp\u0113jamajiem variantiem, nevis konkr\u0113tas instrukcijas. \u0160is saraksts ir balst\u012bts uz inform\u0101ciju no Wiemker et al. (2015).<\/p>\n\n

  • Pirm\u0101 iesp\u0113ja ir dot neierobe\u017eotu skaitu m\u0101jienu, kad vien skol\u0113ni tos pieprasa. \u0160is ir viegl\u0101kais risin\u0101jums sp\u0113l\u0113t\u0101jiem un ar\u012b visizplat\u012bt\u0101jais \u2013 to izmantoja 42% no izlau\u0161an\u0101s istab\u0101m, ko p\u0113t\u012bja Nikolsons (2015).<\/li>
  • Sp\u0113les s\u0101kum\u0101 var noteikt konkr\u0113tu pieejamo m\u0101jienu skaitu. Sp\u0113l\u0113t\u0101ji var izv\u0113l\u0113ties, kas sa\u0146emt m\u0101jienu.<\/li>
  • M\u0101jienus var izmantot k\u0101 balvas par m\u012bklu atrisin\u0101\u0161anu. Piem\u0113ram, varam izt\u0113loties, ka m\u0101jieni ir mon\u0113tas. Ja k\u0101ds uzdevums sp\u0113l\u0113t\u0101jiem \u0161\u0137iet par sare\u017e\u0123\u012btu, vi\u0146i var iemain\u012bt mon\u0113tu pret m\u0101jienu.<\/li>
  • Var ieviest ar\u012b laika sodu par m\u0101jiena izmanto\u0161anu. Piem\u0113ram, katrs sa\u0146emtais m\u0101jiens noz\u012bm\u0113 par vienu min\u016bti \u012bs\u0101ku laiku sp\u0113les atrisin\u0101\u0161anai.<\/li>
  • M\u0101jienus var dot ar\u012b tad, kad sp\u0113les vad\u012bt\u0101js to uzskata par nepiecie\u0161amu. \u0160aj\u0101 gad\u012bjum\u0101 nevis sp\u0113l\u0113t\u0101ji prasa padomus, bet vad\u012bt\u0101js tos dod tad, kad redz, ka tas nepiecie\u0161ams komandas progresam. \u0160\u0101du pieeju izmanto 23% no profesion\u0101lo izlau\u0161an\u0101s istabu veidot\u0101jiem Nikolsona (2015) p\u0113t\u012bjum\u0101.<\/li>
  • M\u0101jieni p\u0113c konkr\u0113ta laika. Tos dod regul\u0101ri, piem\u0113ram, ik p\u0113c 15 min\u016bt\u0113m (Nicholson, 2015).<\/li>
  • Var ar\u012b visp\u0101r nedot m\u0101jienus. \u0160\u0101da politika ir tikai 3% izp\u0113t\u012bto izlau\u0161an\u0101s istabu. T\u0101 k\u0101 \u0161\u0101da pieeja var izrais\u012bt neapmierin\u0101t\u012bbu un pado\u0161anus, m\u0113s neiesak\u0101m to izmantot izgl\u012btojo\u0161o izlau\u0161an\u0101s istabu kontekst\u0101.<\/li><\/ul>\n

    J\u016bs varat ar\u012b izmantot k\u0101du kombin\u0113tu pieeju, piem\u0113ram, nedot nevienu m\u0101jienu sp\u0113les pirmaj\u0101s 20 min\u012bt\u0113s, bet p\u0101r\u0113j\u0101s 40 min\u016bt\u0113s pal\u012bdz\u0113t sp\u0113l\u0113t\u0101jiem tik bie\u017ei, cik vi\u0146i v\u0113las. T\u0101pat var apvienot balvu un laika sodu pieejas, lai pied\u0101v\u0101tu risin\u0101jumu, kad s\u0101kotn\u0113ji pied\u0101v\u0101tie m\u0101jieni ir izlietoti.<\/p>\n\n

    Neviens no \u0161iem risin\u0101jumiem nav lab\u0101ks par citu. M\u0113s jums iesak\u0101m pam\u0113\u0123in\u0101t vair\u0101kus no tiem un izlemt, kur\u0161 jums der vislab\u0101k, pamatojoties uz j\u016bsu skol\u0113nu vecumu un v\u0113lamo sare\u017e\u0123\u012bt\u012bbas pak\u0101pi.<\/p>\n\n

    Ar \u0161o nodarb\u012bbu beidzas 4. noda\u013ca: m\u012bklu izstr\u0101de. Palieciet ar mums, un 5. noda\u013c\u0101: Apr\u012bkojuma un atmosf\u0113ras izstr\u0101de<\/strong> j\u016bs iem\u0101c\u012bsieties visu, kas j\u0101zina par fiziskajiem un digit\u0101lajiem atrib\u016btiem un m\u016bziku, lai rad\u012btu perfektu vidi j\u016bsu izlau\u0161an\u0101s istabai.<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6691"}],"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=6691"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6691"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6691"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}