{"id":2677,"date":"2021-01-14T09:49:33","date_gmt":"2021-01-14T08:49:33","guid":{"rendered":"https:\/\/steamerproject.eu\/pedagogijas-celvedis-2-dala-kapec-izlausanas-istabas-ir-noderigas-steam-izglitiba\/"},"modified":"2021-01-14T09:49:35","modified_gmt":"2021-01-14T08:49:35","slug":"pedagogijas-celvedis-2-dala-kapec-izlausanas-istabas-ir-noderigas-steam-izglitiba","status":"publish","type":"page","link":"https:\/\/steamerproject.eu\/lv\/pedagogijas-celvedis-2-dala-kapec-izlausanas-istabas-ir-noderigas-steam-izglitiba\/","title":{"rendered":"Pedago\u0123ijas ce\u013cvedis – 2. da\u013ca: K\u0101p\u0113c izlau\u0161an\u0101s istabas ir noder\u012bgas STEAM izgl\u012bt\u012bb\u0101"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.6.6″ background_color=”rgba(0,0,0,0)” z_index=”1″ custom_padding=”0px||0px||false|false” hover_enabled=”0″ locked=”off” sticky_enabled=”0″][et_pb_row _builder_version=”4.6.6″ _module_preset=”default” custom_margin=”||50px||false|false” custom_padding=”0px||0px||false|false”][et_pb_column type=”4_4″ _builder_version=”4.6.6″ _module_preset=”default”][et_pb_text _builder_version=”4.6.6″ _module_preset=”default” header_font=”|700|||||||” header_text_align=”center” header_text_color=”#24449e” header_line_height=”2em” custom_margin=”0px||0px||false|false” custom_padding=”0px||0px||false|false”]

2. da\u013ca:
K\u0101 integr\u0113t ER skolu m\u0101c\u012bbu programm\u0101s?<\/H1>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,2_3″ custom_padding_last_edited=”on|phone” _builder_version=”4.6.6″ background_color=”#ffffff” width=”100%” max_width=”1280px” custom_padding=”|50px|50px|50px|false|false” custom_padding_tablet=”” custom_padding_phone=”|25px||25px|false|false” hover_enabled=”0″ sticky_enabled=”0″][et_pb_column type=”1_3″ _builder_version=”4.4.1″][et_pb_text _builder_version=”4.6.6″ _module_preset=”default” header_font=”|700|||||||” header_text_color=”#ef6a7b”]<\/p>\n

Saturs<\/h1>\n

[\/et_pb_text][et_pb_code _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIwMzgifX0=@”]Ievads<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” custom_margin=”||1em||false|false” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjE2NzMifX0=@”]Da\u013ca 1: K\u0101p\u0113c izlau\u0161an\u0101s istabas ir noder\u012bgas STEAM izgl\u012bt\u012bb\u0101?<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _module_preset=”default”]Da\u013ca 2: K\u0101 integr\u0113t izlau\u0161an\u0101s istabas skolas programm\u0101s?<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _module_preset=”default” border_color_all=”rgba(36,68,158,0.1)” border_color_right=”rgba(2,2,2,0.1)” locked=”off”][\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIxNTYifX0=@”]Da\u013ca 3: K\u0101 nov\u0113rt\u0113t skol\u0113nu zin\u0101\u0161anu un prasmju att\u012bst\u012bbu izlau\u0161an\u0101s istabu lieto\u0161anas laik\u0101?<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIxNTgifX0=@”]Da\u013ca 4: K\u0101 \u012bstenot izlau\u0161an\u0101s istabu norisi?<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIxNjAifX0=@”]Da\u013ca 5: K\u0101 integr\u0113t da\u017e\u0101da veida skol\u0113nus?<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIxNjIifX0=@”]Secin\u0101jumi<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _dynamic_attributes=”link_option_url” _module_preset=”default” link_option_url=”@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjIxNjQifX0=@”]Bibliogr\u0101fija<\/span>[\/et_pb_code][et_pb_code _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

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Mekl\u0113jat rokasgr\u0101matas bukleta versiju las\u012b\u0161anai tie\u0161saist\u0113 vai druk\u0101\u0161anai?<\/pee><\/p>\n
Lejupiel\u0101d\u0113jiet PDF versiju<\/div>\n

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[\/et_pb_code][\/et_pb_column][et_pb_column type=”2_3″ module_class=”guideTextColumn” _builder_version=”4.6.6″][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

2.1. Izlau\u0161an\u0101s istabas m\u0113r\u0137u defin\u0113\u0161ana, s\u0101kot no skolas m\u0101c\u012bbu programmas<\/h2>\n

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Viena no STEM izgl\u012bt\u012bbas priorit\u0101t\u0113m ir izprovoc\u0113t skol\u0113nu interesi un sniegt autentisku m\u0101c\u012bbu pieredzi. Saska\u0146\u0101 ar Reeves et al. (2004) studentiem vajadz\u0113tu b\u016bt autentiskiem uzdevumiem, kuriem ir re\u0101lais konteksts<\/strong>, nepareizi noteiktas probl\u0113mas, sare\u017e\u0123\u012bti vai daudzpak\u0101pju jaut\u0101jumi, vair\u0101ki veidi, k\u0101 risin\u0101t probl\u0113mu, integr\u0113ties vis\u0101s discipl\u012bn\u0101s un veikt k\u013c\u016bmes un atk\u0101rtojumus pa\u0161\u0101 uzdevum\u0101 (Armory, 2014). Daudzi skolot\u0101ji slav\u0113 STEM, atz\u012bstot, ka \u201cm\u0101kslas dizainam un rado\u0161umam ir iz\u0161\u0137iro\u0161a noz\u012bme veiksm\u012bga matem\u0101ti\u0137a, zin\u0101tnieka un in\u017eeniera darb\u0101\u201d (Hogan & Down, 2016, p. 50).<\/p>\n

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Saska\u0146\u0101 ar Bertrand sniegto inform\u0101ciju (2019. gads) rodas da\u017ei jaut\u0101jumi:<\/p>\n

    \n
  1. k\u0101das skolu m\u0101c\u012bbu programmas un m\u0101c\u012bbu mode\u013ci tiek \u012bstenoti SKOL\u0100S?<\/li>\n
  2. ko skol\u0113ni apg\u016bst, izmantojot da\u017e\u0101dus STEM izgl\u012bt\u012bbas mode\u013cus?<\/li>\n
  3. k\u0101di skol\u0113nu m\u0101c\u012b\u0161an\u0101s nov\u0113rt\u0113jumi notiek STEM izgl\u012bt\u012bb\u0101? <\/li>\n
  4. k\u0101 klases audzin\u0101t\u0101ji v\u0113rt\u0113 \u0161\u0101dus STEM izgl\u012bt\u012bbas mode\u013cus m\u0101c\u012bbu programmas un m\u0101c\u012bbu m\u0113r\u0137u sasnieg\u0161anai?<\/li>\n<\/ol>\n

    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

    Jaun\u0101s p\u0101rmai\u0146as sabiedr\u012bb\u0101 ir kritiskas, lai izprastu aktu\u0101l\u0101s tendences izgl\u012bt\u012bb\u0101. Ar datu un komunik\u0101ciju tehnolo\u0123iju izplat\u012b\u0161anu m\u0113s saskaramies ar daudz\u0101m probl\u0113m\u0101m, kad taj\u0101 iesaist\u012bti pedagogi, t\u0101p\u0113c mums j\u0101b\u016bt gataviem izm\u0113\u0123in\u0101t jaunu un efekt\u012bvu m\u016bsdien\u012bgu m\u0101c\u012bbu pieredzi un veikt nepiecie\u0161am\u0101s izmai\u0146as, lai saglab\u0101tu aktualit\u0101ti.<\/p>\n

    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

    Lai tiktu gal\u0101 ar \u0161o jauno realit\u0101ti, ir j\u0101piedz\u012bvo un j\u0101izv\u0113rt\u0113 jaunas izgl\u012bt\u012bbas tendences. M\u016bsdien\u0101s m\u0113s saskaramies ar interakt\u012bvu un sadarb\u012bbas tehnolo\u0123isku vidi (Amberga, Reinhards, Haushahn & Hofmans 2009).<\/p>\n

    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

    Izlau\u0161an\u0101s istabas jau izmantotas izgl\u012bt\u012bb\u0101. Izlau\u0161an\u0101s istaba STEM izgl\u012bt\u012bb\u0101 apkopo uzdevumus, kas saist\u012bti ar zin\u0101\u0161an\u0101m no vair\u0101kiem priek\u0161metiem. Ir svar\u012bgi, lai jau no pa\u0161a s\u0101kuma b\u016btu skaidra inform\u0101cija par studentu vecuma grupu, studentu skaitu un vietu, kur tiks sp\u0113l\u0113ta sp\u0113le. Str\u0101d\u0101jot ar izgl\u012btojo\u0161u izlau\u0161an\u0101s istabu, ir svar\u012bgi p\u0113c iesp\u0113jas \u0101tr\u0101k defin\u0113t izgl\u012bt\u012bbas saturu, kas grupai b\u016bs svar\u012bgs.<\/p>\n

    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

    Lai to izdar\u012btu, skolot\u0101jiem vispirms j\u0101tiekas un j\u0101pan\u0101k vienpr\u0101t\u012bba par vair\u0101k\u0101m liet\u0101m:<\/p>\n

      \n
    • izgl\u012btojamo vecuma grupas un izgl\u012bt\u012bbas vajadz\u012bbas;<\/li>\n
    • pieredzes ilgums<\/li>\n
    • m\u012bklu gr\u016bt\u012bbas da\u017e\u0101da l\u012bme\u0146a sp\u0113l\u0113t\u0101jiem;<\/li>\n
    • izlau\u0161an\u0101s istabas re\u017e\u012bms: uz sadarb\u012bbu balst\u012bta un uz konkurenci balst\u012bta<\/li>\n
    • dal\u012bbnieku skaits, kuriem paredz\u0113ta sp\u0113le\/telpa<\/li>\n<\/ul>\n

      [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

      N\u0101kamais solis ir izstr\u0101d\u0101t izlau\u0161an\u0101s istabas pieredzes izgl\u012bt\u012bbas m\u0113r\u0137us<\/strong>. P\u0113c Arnab & Clarke dom\u0101m, sp\u0113les pieredzes izstr\u0101des s\u0101kuma proces\u0101 nodro\u0161in\u0101s, ka pieredze tiek veidota m\u0113r\u0137tiec\u012bgi un, ka sp\u0113les dizains un m\u012bklas tiek izstr\u0101d\u0101tas, lai pastiprin\u0101tu m\u0113r\u0137us, nevis m\u0113\u0123in\u0101tu iestr\u0101d\u0101t m\u0113r\u0137us jau izveidot\u0101 sp\u0113l\u0113.<\/p>\n

      [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]M\u0113r\u0137u izkl\u0101sts:<\/p>\n

        \n
      • M\u0101c\u012bbu m\u0113r\u0137i<\/strong>:m\u0101c\u012bbu m\u0113r\u0137i ir nepiecie\u0161ami, lai rad\u012btu j\u0113gpilnu izgl\u012btojo\u0161u sp\u0113li. \u0160ie m\u0113r\u0137i bie\u017ei vien tiek izmantoti t\u0113m\u0101, t\u0101 smalkumos un izv\u0113l\u0113taj\u0101 veid\u0101, lai pal\u012bdz\u0113tu struktur\u0113t m\u0101c\u012bbu pl\u0101nu\/rezult\u0101tus. Taust\u0101mu m\u0113r\u0137u rad\u012b\u0161ana \u013cauj izstr\u0101d\u0101t nov\u0113rt\u0113\u0161anas strat\u0113\u0123iju, lai nov\u0113rt\u0113tu dal\u012bbnieku m\u0101c\u012bbu pieredzi, m\u0101c\u012bbu sasniegumus, izmai\u0146u r\u0101d\u012bt\u0101jus, un to var atk\u0101rtoti p\u0101rstr\u0101d\u0101t, lai koncentr\u0113tos uz v\u0113lamajiem rezult\u0101tiem. Izgl\u012btojo\u0161u izlau\u0161an\u0101s istabu var izmantot:\n
          \n
        • sniegt alternat\u012bvas un aizraujo\u0161as iesp\u0113jas jaunu zin\u0101\u0161anu, prasmju vai iema\u0146u apguvei.<\/li>\n
        • p\u0101rbaud\u012bt eso\u0161\u0101s zin\u0101\u0161anas\/prasmes\/sapra\u0161anas\/izaugsmes l\u012bme\u0146us.<\/li>\n
        • saist\u012bt zin\u0101\u0161anas ar daudzveid\u012bg\u0101m, efekt\u012bv\u0101m, akt\u012bv\u0101m un\\ vai praktisk\u0101m atmi\u0146\u0101m.<\/li>\n<\/ul>\n

          Izgl\u012btojo\u0161\u0101 izlau\u0161an\u0101s istaba ir rad\u012bta, lai m\u0101c\u012btos ar da\u017e\u0101diem, bet konkr\u0113tiem m\u0101c\u012bbu m\u0113r\u0137iem:<\/p>\n

            \n
          • apg\u016bt kaut ko konkr\u0113tu (m\u0101c\u012bbu priek\u0161metu, t\u0113mu, emp\u0101tiju, soci\u0101l\u0101s prasmes un zin\u0101\u0161anas).<\/li>\n
          • paaugstin\u0101t pa\u0161cie\u0146u un izpratni, soci\u0101lo mijiedarb\u012bbu.<\/li>\n
          • lai saprastu, k\u0101da loma komand\u0101 ir vispiem\u0113rot\u0101k\u0101.<\/li>\n
          • atv\u0113rt pr\u0101tu un skat\u012bties uz liet\u0101m un situ\u0101cij\u0101m no cita skatupunkta.<\/li>\n
          • lietot eso\u0161\u0101s zin\u0101\u0161anas vai prasmes, da\u017ek\u0101rt citiem m\u0113r\u0137iem.<\/li>\n
          • rad\u012bt izpratni par izgl\u012btojamo attieksmi un uzved\u012bbu, k\u0101 ar\u012b par t\u0101s ietekmi uz sevi un citiem grupas dal\u012bbniekiem.<\/li>\n
          • To create awareness of the attitude and behaviour of learners and the effect of that on themselves and others in the group.<\/li>\n<\/ul>\n<\/li>\n
          • Solo\/daudznozaru<\/strong>: Izlau\u0161an\u0101s telpu var izveidot, lai atrisin\u0101tu probl\u0113mas, kas rakstur\u012bgas vienai p\u0113t\u0101majai personai vai p\u0113t\u0101mo personu grupai, piem\u0113ram, STEM izgl\u012bt\u012bba. Var b\u016bt v\u0113rt\u012bgi satuvin\u0101t skol\u0113nus, lai izp\u0113t\u012btu probl\u0113mas no da\u017e\u0101diem skatu punktiem.<\/li>\n
          • Person\u012bg\u0101s prasmes<\/strong>: interakt\u012bvas dz\u012bv\u0101s darb\u012bbas sp\u0113les p\u0113c savas b\u016bt\u012bbas ir lielisks l\u012bdzeklis, lai pal\u012bdz\u0113tu att\u012bst\u012bt t\u0101das prasmes k\u0101 sazi\u0146a un vad\u012bba. Viena no metod\u0113m var\u0113tu b\u016bt ar\u012b pieredze vair\u0101k\u0101s telp\u0101s, kur atbildes ir sadal\u012btas starp t\u0101m.<\/li>\n
          • Soci\u0101l\u0101s prasmes:<\/strong> Izlau\u0161an\u0101s istaba pied\u0101v\u0101 iesp\u0113ju skol\u0113nu grup\u0101m kop\u012bgi str\u0101d\u0101t, lai atrisin\u0101tu m\u012bklas, ieg\u016btu zin\u0101\u0161anas un ieskatus no citiem.\n
              \n
            • abas izlau\u0161anas istabas ir veidotas t\u0101, lai t\u0101s nevar\u0113tu atrisin\u0101t vienatn\u0113 (piem\u0113ram, lai atrisin\u0101tu jaut\u0101jumus, ir vajadz\u012bgi divi cilv\u0113ki da\u017e\u0101d\u0101s telp\u0101s), lai sp\u0113l\u0113t\u0101jiem b\u016btu j\u0101sazin\u0101s un j\u0101sadarbojas, lai atrisin\u0101tu probl\u0113mas.<\/li>\n
            • Laika p\u0101rvald\u012bba<\/strong> ir ar\u012b uz laiku balst\u012bta probl\u0113ma. Kop\u0101 ar sadarb\u012bbu tas var veicin\u0101t visp\u0101r\u0113jo person\u012bgo resursu p\u0101rvald\u012bbu.<\/li>\n<\/ul>\n<\/li>\n
            • Probl\u0113mu risin\u0101\u0161ana<\/strong>: izstr\u0101d\u0101t probl\u0113mas risino\u0161us uzdevumus, lai sp\u0113les dal\u012bbniekiem padar\u012btu interesantu sp\u0113les pieredzi. Da\u017e\u0101das probl\u0113mas b\u016bs pievilc\u012bgas da\u017e\u0101diem izgl\u012btojamo veidiem. Izaicin\u0101jumi var\u0113tu b\u016bt fiziskie (dom\u0101jiet par preces pa\u0146em\u0161anu), intelektu\u0101lie (t.i. algebras vai matem\u0101tikas m\u012bklas) vai daudzi citi varianti\n
                \n
              • evaku\u0101cijas telpas pied\u0101v\u0101 da\u017e\u0101du veidu m\u012bklas, s\u0101kot ar kodiem un kadriem un tradicion\u0101laj\u0101m m\u012bkl\u0101m, l\u012bdz priek\u0161metu atra\u0161anai vai manipul\u0113\u0161anai ar tiem un sare\u017e\u0123\u012bt\u0101m digit\u0101laj\u0101m m\u012bkl\u0101m. Dal\u012bbnieki tiek iepaz\u012bstin\u0101ti ar da\u017e\u0101d\u0101m probl\u0113m\u0101m, kas vi\u0146iem j\u0101risina, apg\u016bstot prasmes, dom\u0101jot par probl\u0113m\u0101m, un izstr\u0101d\u0101jot pieejas to risin\u0101\u0161anai.<\/li>\n
              • sp\u0113l\u0113t\u0101ji ar\u012b att\u012bsta notur\u012bbu, jo vi\u0146i da\u017e\u0101di cen\u0161as atrisin\u0101t m\u012bklas da\u017e\u0101dos veidos un rado\u0161i darbojas, izmantojot da\u017e\u0101dus jaunus risin\u0101jumus.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

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                P\u0113c \u0161\u0101 so\u013ca b\u016btu j\u0101nodro\u0161ina pamats, kur\u0101 ir skaidrs, k\u0101di ir m\u0113r\u0137i, ko iecer\u0113t\u0101 sp\u0113le cen\u0161as pan\u0101kt ar dal\u012bbniekiem. Tas ar\u012b nodro\u0161in\u0101s pamatu nov\u0113rt\u0113\u0161anas strat\u0113\u0123ijas izstr\u0101dei v\u0113l\u0101k pl\u0101no\u0161anas proces\u0101 un pal\u012bdz\u0113s sniegt inform\u0101ciju.<\/p>\n

                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                2.2. Satura\/materi\u0101lu defin\u0113\u0161ana<\/h2>\n

                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                Izgl\u012btojo\u0161\u0101s izlau\u0161an\u0101s istabas\/sp\u0113les pamatm\u0113r\u0137is ir atspogu\u013cot saturu m\u016bsdien\u012bg\u0101 un at\u0161\u0137ir\u012bg\u0101 veid\u0101, lai zin\u0101\u0161anas b\u016btu lab\u0101k saprotamas. Izlau\u0161anas istaba pal\u012bdz\u0113s skol\u0113niem g\u016bt zin\u0101\u0161anas, kas jau apg\u016btas nodarb\u012bb\u0101s, vai ar\u012b inovat\u012bvi ieg\u016bs jaunas zin\u0101\u0161anas un prasmes. Tas b\u016bs viens no sastat\u0146u strat\u0113\u0123ijas principiem, proti, pieskarties iepriek\u0161\u0113jam saturam un savienot to ar n\u0101kotni (Alber 2014). T\u0101p\u0113c \u0161\u0101du izlau\u0161an\u0101s istabu var izmantot, lai p\u0101rskat\u012btu iesp\u0113jamo izmekl\u0113jumu vai jaunu vien\u012bbu\/noda\u013cu, izmantojot jau izp\u0113t\u012btu saturu.<\/p>\n

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                Skolot\u0101ji tiekas, lai pan\u0101ktu vienpr\u0101t\u012bbu par darb\u012bbas <\/strong>jomu un da\u017e\u0101d\u0101m darb\u012bb\u0101m<\/strong>, kas skol\u0113niem b\u016bs j\u0101veic, lai izb\u0113gtu no klases.
                \nNo vienas puses, skolot\u0101jiem b\u016bs j\u0101izlemj par nor\u012bkojuma veidu un skaitu<\/strong> atkar\u012bb\u0101 no izlau\u0161an\u0101s telpas garuma. No otras puses, ir j\u0101patur pr\u0101t\u0101 materi\u0101li un vietas uzdevumiem<\/strong>.
                \nDa\u017eas idejas izlau\u0161an\u0101s telpas pilnveido\u0161anai ietver m\u012bklas, sl\u0113dzenes (virzienmai\u0146a, alfa, cipars utt.), at\u0161ifr\u0113\u0161anas zi\u0146ojumus, sl\u0113ptus objektus, vienumu mekl\u0113\u0161anu \u0113rt\u0101s viet\u0101s, objektu mekl\u0113\u0161anu att\u0113los, gaismek\u013cos, rakstu identifik\u0101cij\u0101, melnos starme\u0161os, izgriezumus, \u0161ifrus bez atsl\u0113gas, slepenus kodus, ska\u0146as, spogu\u013cus, abstraktu lo\u0123iku, aizsl\u0113dzamus konteinerus vai zipel\u0113tus maisi\u0146us, izp\u0113ti, izmantojot inform\u0101cijas avotus, starme\u0161anu, asus, mitrumu. Da\u017eas no \u0161\u012bm idej\u0101m ir ieg\u016btas no Nikolsona (2015)..<\/p>\n

                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                Ide\u0101l\u0101 gad\u012bjum\u0101, protams, uzdevumu un m\u012bklu atrisin\u0101\u0161anai b\u016btu j\u0101balst\u0101s uz klas\u0113 redz\u0113tiem STEM skolas materi\u0101liem, vai ar\u012b tiem, kuriem risin\u0101jums ir pieejams k\u0101d\u0101 form\u0101 telpas iek\u0161pus\u0113. \u0122eometrijas formula, biolo\u0123ijas sist\u0113mas tr\u016bksto\u0161ais nosaukums, matem\u0101tikas apr\u0113\u0137ini utt. Svar\u012bgi, lai pedagogi zin\u0101tu savu audz\u0113k\u0146u l\u012bmeni ikvien\u0101 priek\u0161met\u0101. Attiec\u012bgi uzdevumiem j\u0101b\u016bt izaicino\u0161iem, bet sasniedzamiem<\/strong>. Ja nor\u012bko\u0161ana ir p\u0101r\u0101k sare\u017e\u0123\u012bta, t\u0101 var b\u016bt neprodukt\u012bva, jo studenti var b\u016bt v\u012blu\u0161ies.<\/p>\n

                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                \u0160aj\u0101 posm\u0101 notiks pirm\u0101 skolot\u0101ju san\u0101ksme, lai, izmantojot idejas, izstr\u0101d\u0101tu izgl\u012bt\u012bbas pieredzes galveno t\u0113mu<\/strong>. Turpm\u0101k\u0101 san\u0101ksm\u0113 tiks noteikts saturs<\/strong>, kas tiks p\u0113t\u012bts\/p\u0101rskat\u012bts, un darb\u012bbas <\/strong>ar s\u012bk\u0101ku aprakstu.<\/p>\n

                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                P\u0113c izgl\u012bt\u012bbas m\u0113r\u0137u un pieejamo resursu noteik\u0161anas ir sperts iz\u0161\u0137iro\u0161s solis: rad\u012bt st\u0101stu<\/strong> telpai. K\u0101 paskaidrots ievad\u0101, jums ir j\u0101izveido st\u0101st\u012bjums <\/strong>par to, kas notiek \u0161aj\u0101 telp\u0101 un kas ir j\u0101dara izgl\u012btojamajiem.<\/p>\n

                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                \u0160aj\u0101 sol\u012b tiek uzskat\u012bts, ka sp\u0113l\u0113t\u0101ju motiv\u0101cija, st\u0101sts par sp\u0113li un kontents<\/strong> skol\u0113niem rada apbr\u012bnojamu sp\u0113les pieredzi. T\u0101das popul\u0101ras t\u0113mas k\u0101, piem\u0113ram, detekt\u012bvmist\u0113rijas, cietuma p\u0101rtraukumi, b\u0113g\u0161ana no nolaup\u012bt\u0101ja, spiegu\/spiego\u0161anas sp\u0113les utt., tiek izmantotas, lai veidotu sp\u0113les ticam\u012bbu, izmantojot da\u017e\u0101dus dekor\u0101cijas un mot\u012bvus, apgaismojumu, m\u016bziku, m\u012bklas, k\u0101 ar\u012b nor\u0101des, kas seko telpas tematikai. Par \u0161o soli inform\u0113ju\u0161i Nikolsona vad\u012btie darbi. Dizaina solis ir sadal\u012bts \u010detr\u0101s jom\u0101s, kuras izstr\u0101d\u0101t\u0101jiem j\u0101apsver sav\u0101 projekt\u0113\u0161anas proces\u0101.<\/p>\n

                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                  \n
                • St\u0101st\u012bjuma\u00a0noform\u0113jums<\/li>\n
                • Nosl\u0113puma dizains<\/li>\n
                • Izstr\u0101d\u0101t\u00a0sp\u0113lei p\u0101rliecino\u0161u\u00a0st\u0101stu,\u00a0lai\u00a0saglab\u0101tu\u00a0sp\u0113l\u0113t\u0101ju interesi.<\/li>\n
                • Vienreiz\u0113ja\/ kompleksa sp\u0113le. Defin\u0113t jau pa\u0161\u0101 s\u0101kum\u0101, vai konkr\u0113t\u0101 sp\u0113le ir k\u0101 vienreiz\u0113ja pieredze vai da\u013ca no kompleksas m\u0101c\u012bbu pieredzes, kur\u0101 sp\u0113l\u0113t\u0101js var izveidot un sp\u0113l\u0113t vair\u0101kas sp\u0113les.<\/li>\n<\/ul>\n

                  [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                  Veicot \u010detru so\u013cus, sp\u0113les izstr\u0101d\u0101t\u0101jiem ir j\u0101nosaka sp\u0113les saturs un st\u0101sta strukt\u016bra, lai sp\u0113l\u0113t\u0101ji p\u0113c iesp\u0113jas vair\u0101k sp\u0113tu identific\u0113ties ar sp\u0113l\u0113 pied\u0101v\u0101to pieredzi un veidot pa\u0161i savu personisko motiv\u0101ciju sp\u0113les pabeig\u0161anai.<\/p>\n

                  [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                  Izlau\u0161an\u0101s istabas m\u0113r\u0137is ir p\u0113c iesp\u0113jas atkl\u0101t un izmantot izgl\u012btojamo potenci\u0101lu, piev\u0113r\u0161oties da\u017e\u0101d\u0101m prasm\u0113m un apg\u016btaj\u0101m kompetenc\u0113m, tan\u012b pat laik\u0101 ne uz mirkli nezaud\u0113jot pa\u0161as sp\u0113les saturu\/t\u0113mu. Sp\u0113l\u0113 veicamajiem uzdevumiem ir j\u0101b\u016bt atbilsto\u0161iem da\u017e\u0101diem m\u0101c\u012b\u0161an\u0101s stiliem, prasm\u0113m un da\u017e\u0101diem skol\u0113nu person\u012bbas aspektiem.<\/p>\n

                  [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                  Sp\u0113les elementi, kas pal\u012bdz skol\u0113niem m\u0101c\u012bties, saprast, atcer\u0113ties, rad\u012bt izpratni un veicin\u0101t person\u012bgo izaugsmi, ir sekojo\u0161i:<\/strong><\/p>\n

                  [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                  \n
                    \n
                  • Da\u017e\u0101du att\u0113lu\u00a0izmanto\u0161ana;<\/li>\n
                  • Teksta\u00a0un\u00a0inform\u0101cijas\u00a0da\u013cu\u00a0izmanto\u0161ana,\u00a0kas pal\u012bdz \u00a0izprast uzdevumu\u00a0un\u00a0sniegt\u00a0atbildi;<\/li>\n
                  • Cit\u0101tu\/faktu\u00a0izmanto\u0161ana\u00a0un\u00a0nepiecie\u0161am\u012bba\u00a0tos\u00a0struktur\u0113t,\u00a0sak\u0101rtot;<\/li>\n
                  • Lo\u0123isk\u0101s\u00a0dom\u0101\u0161anas\u00a0uzdevumi;<\/li>\n
                  • Rado\u0161\u0101s\u00a0dom\u0101\u0161anas\u00a0uzdevumi;<\/li>\n
                  • Ar \u0137\u012bmiju, fiziku un biolo\u0123iju saist\u012bti uzdevumu;<\/li>\n
                  • Nestandarta dom\u0101\u0161anas uzdevumi, kas liktu skol\u0113nam p\u0101rk\u0101pt ierast\u0101s dom\u0101\u0161anas robe\u017eas;<\/li>\n
                  • Iesp\u0113jamie lo\u0123iskie risin\u0101jumi, kas nav oblig\u0101ti istabas uzdevumu atrisin\u0101\u0161anai un izejas atra\u0161anai, bet kuri ir aizraujo\u0161i un noder\u012bgi m\u0101c\u012bbu uzdevumu sasnieg\u0161anai;<\/li>\n<\/ul>\n<\/blockquote>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    2.3. Saprotama konteksta rad\u012b\u0161ana<\/h2>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    Skolot\u0101jiem ir sal\u012bdzino\u0161i viegli izvirz\u012bt labus m\u0101c\u012bbu m\u0113r\u0137us un atrast scen\u0101riju st\u0101stam. Gr\u016bt\u0101k ir izpl\u0101not sp\u0113les gaitu: izlau\u0161an\u0101s istabas uzdevumos ir svar\u012bgi izstr\u0101d\u0101t pareizu m\u012bklu sec\u012bbu, kuras atrisot, sp\u0113l\u0113t\u0101ji sp\u0113tu izk\u013c\u016bt no istabas. Izlau\u0161an\u0101s istabas uzdevumiem var b\u016bt ar iepriek\u0161 izstr\u0101d\u0101tu sec\u012bbu (sec\u012bga sp\u0113le) vai ar\u012b pied\u0101v\u0101t variantus (atv\u0113rtas uzb\u016bves sp\u0113le), vai pat pied\u0101v\u0101t da\u017e\u0101dus risin\u0101jumu variantus (Nikolsons, 2016). Skolot\u0101jiem ir j\u0101p\u0101rliecin\u0101s, ka ikviens sp\u0113l\u0113t\u0101js sp\u0113les gait\u0101 tiek nodarbin\u0101ts. Tas b\u016bs atkar\u012bgs no sp\u0113les sare\u017e\u0123\u012bt\u012bbas un no t\u0101, vai m\u012bklas ir atrisin\u0101mas tikai sec\u012bgi vai to sec\u012bbai nav noz\u012bmes.<\/p>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    Piln\u012bb\u0101 atv\u0113rtas strukt\u016bras sp\u0113lei var pietr\u016bkt st\u0101st\u012bjuma pl\u016bduma, savuk\u0101rt piln\u012bb\u0101 sl\u0113gta sp\u0113le, kur\u0101 tiek iev\u0113rota stingra sec\u012bba, var atst\u0101t mal\u0101 k\u0101du sp\u0113l\u0113t\u0101ju. Ir svar\u012bgi nodro\u0161in\u0101t nepiecie\u0161amo l\u012bdzsvaru starp da\u017e\u0101du uzdevumu kombin\u0101cij\u0101m, kas nodro\u0161ina atrisin\u0101jumu, tom\u0113r ir nepiecie\u0161ama r\u016bp\u012bga uzdevumu p\u0101rbaude, lai p\u0101rliecin\u0101tos, ka visi pied\u0101v\u0101tie risin\u0101jumu ce\u013ci ir ar vien\u0101du gr\u016bt\u012bbu pak\u0101pi.<\/p>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    P\u0113c tam, kad ir izveidots konkr\u0113t\u0101s istabas st\u0101sts, skolot\u0101jiem vajadz\u0113tu izmantot rado\u0161o dom\u0101\u0161anu, lai veidotu pa\u0161us UZDEVUMUS (sp\u0113les, m\u012bklas, z\u012bm\u012btes.. ), visa veida nor\u0101des un izaicin\u0101jumus, kas sp\u0113l\u0113t\u0101jiem b\u016bs j\u0101atrod izlau\u0161an\u0101s istab\u0101, lai arvien vair\u0101k un vair\u0101k pietuvotos sp\u0113les fin\u0101lam.<\/p>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    Katram no pied\u0101v\u0101tajiem uzdevumiem ir j\u0101sniedz k\u0101da papildus inform\u0101cija, atrisin\u0101juma vadl\u012bnija vai atsl\u0113ga, ko sp\u0113l\u0113t\u0101ji p\u0113c tam var izmantot. Tie\u0161i \u0161ie uzdevumi ir tie, kas apvieno izlau\u0161an\u0101s istabas m\u0113r\u0137us ar m\u0101c\u012bbu programmas m\u0113r\u0137iem.<\/p>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    Uzdevumi ir j\u0101veido, \u0146emot v\u0113r\u0101 da\u017e\u0101das izgl\u012btojamo prasmes un sp\u0113jas; ne visi uzdevumi ir j\u0101veido balstoties uz matem\u0101tikas, lo\u0123ikas vai digit\u0101lu probl\u0113mu risin\u0101jumiem. Uzdevumi ir j\u0101veido t\u0101, lai to risin\u0101jumi b\u016btu iesp\u0113jami, izmantojot da\u017e\u0101das perspekt\u012bvas, nodro\u0161inot, ka ikviens no sp\u0113les dal\u012bbniekiem tiek iek\u013cauts uzdevumu risin\u0101juma mekl\u0113\u0161an\u0101, nodro\u0161inot, ka ikviens no sp\u0113l\u0113t\u0101jiem var pielietot savas prasmes kop\u0113j\u0101 m\u0113r\u0137a sasnieg\u0161an\u0101.<\/p>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    Visi uzdevumi un vingrin\u0101jumi ir j\u0101izstr\u0101d\u0101 un j\u0101sagatavo iepriek\u0161. Ir svar\u012bgi, lai tiktu izstr\u0101d\u0101ta noteikta sist\u0113ma, kas p\u0101rbaud\u012btu sp\u0113les gaitu, m\u012bklu sec\u012bbu un to k\u0101rt\u012bbu izlau\u0161an\u0101s istab\u0101, k\u0101 ar\u012b kas p\u0101rbaud\u012btu galven\u0101s atsl\u0113gas \u2013 objektus, ar kuriem sp\u0113l\u0113t\u0101jiem ir j\u0101darbojas. Pats vienk\u0101r\u0161\u0101kais veids k\u0101 to izdar\u012bt ir izstr\u0101d\u0101t istabas karti \u2013 taj\u0101 tiktu aprakst\u012bta katra m\u012bkla un nodro\u0161in\u0101tu atg\u0101dnes tiem, kam t\u0101s ir nepiecie\u0161amas, k\u0101 ar\u012b sniegtu nor\u0101des, kur \u0161o pal\u012bdz\u012bbu konkr\u0113taj\u0101 istab\u0101 var atrast. Tas ar\u012b skaidri par\u0101d\u012btu sp\u0113les gaitu un laika ierobe\u017eojumus, kas ir paredz\u0113ti katras konkr\u0113t\u0101s m\u012bklas atrisin\u0101\u0161anai.<\/p>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    \u0160\u0101da istabas karte ar\u012b \u013cauj izsekot istabas lo\u0123ikai, skaidrojot s\u0101kotn\u0113jo domu citiem sp\u0113les izstr\u0101des komand\u0101 un darbotos k\u0101 atsl\u0113ga, kas \u013cautu atjaunot sp\u0113li, kad t\u0101 jau tikusi izsp\u0113l\u0113ta.<\/p>\n

                    [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                    K\u0101 ar\u012b \u0161\u0101da karte sniegtu visp\u0101r\u0113ju ieskatu istabas b\u016bt\u012bb\u0101 un nodro\u0161in\u0101tu t\u0101s caurskat\u0101m\u012bbu, k\u0101 ar\u012b at\u013cautu izsekot sp\u0113les rezult\u0101tam. Lai to var\u0113tu viegl\u0101k izdar\u012bt, var izmantot sekojo\u0161us jaut\u0101jumus:<\/p>\n

                    \n
                      \n
                    • Vai ir iek\u013cautas da\u017e\u0101da veida m\u012bklas?<\/li>\n
                    • Vai iek\u013cautas m\u012bklas ar da\u017e\u0101du gr\u016bt\u012bbu pak\u0101pi?<\/li>\n
                    • Vai ir izmantotas da\u017e\u0101da veida uzdevumu sl\u0113dzenes, piem\u0113ram, fizisk\u0101s (piekaram\u0101s atsl\u0113gas, parast\u0101s atsl\u0113gas), meh\u0101nisk\u0101s atsl\u0113gas (magn\u0113tus, atsvarus, zobratus) un elektronisk\u0101s sl\u0113dzenes (datora paroles)?<\/li>\n
                    • Vai ir izmantotas da\u017e\u0101das aktivit\u0101tes, k\u0101 nodarbin\u0101t sp\u0113l\u0113t\u0101jus (piem\u0113ram, objektu mekl\u0113\u0161ana, m\u012bklu atra\u0161ana, lodzi\u0146u atv\u0113r\u0161ana u.c.)?<\/li>\n<\/ul>\n<\/blockquote>\n

                      [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                      Vienl\u012bdz svar\u012bgi ir apsv\u0113rt, k\u0101 pa\u0161u st\u0101st\u012bjumu integr\u0113t sp\u0113l\u0113<\/strong> \u2013 \u0161im st\u0101st\u012bjumam ir j\u0101b\u016bt atsl\u0113gai uz sp\u0113les atrisin\u0101jumu, k\u0101 ar\u012b j\u0101papildina kop\u0113j\u0101 sp\u0113les atmosf\u0113ra. Skolot\u0101jiem ir j\u0101dom\u0101 rado\u0161i, k\u0101 integr\u0113t st\u0101stu sp\u0113l\u0113 no pa\u0161a s\u0101kuma l\u012bdz pat beig\u0101m. Skolot\u0101jiem noteikti ir j\u0101dom\u0101 par pa\u0161u sp\u0113les fin\u0101lu \u2013 k\u0101ds ir sp\u0113les m\u0113r\u0137is no sp\u0113l\u0113t\u0101ju perspekt\u012bvas raugoties un k\u0101 sp\u0113l\u0113t\u0101ji var\u0113tu ieg\u016bt p\u0113c iesp\u0113jas liel\u0101ku gandar\u012bjumu, \u0161o m\u0113r\u0137i sasniedzot. T\u0101 var b\u016bt konkr\u0113ta izlau\u0161an\u0101s no k\u0101das istabas, bet tikpat labi t\u0101 var b\u016bt k\u0101das bumbas deaktiviz\u0101cija vai mist\u0113rijas atrisin\u0101jums.<\/p>\n

                      [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                      Un atkal, \u0161\u0101ds st\u0101st\u012bjuma sec\u012bgs savijums<\/strong> ar sp\u0113les elementiem var iev\u0113rojami palielin\u0101t sp\u0113l\u0113t\u0101ju prieku par pa\u0161u sp\u0113li. \u0145emot v\u0113r\u0101 visus sp\u0113les aspektus, ir svar\u012bgi iesp\u0113ju robe\u017e\u0101s p\u0101rbaud\u012bt katru m\u012bklu atsevi\u0161\u0137i, iesaistot p\u0113c iesp\u0113jas da\u017e\u0101d\u0101kus cilv\u0113kus. Ir j\u0101apsver:<\/p>\n

                      [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                      \n
                        \n
                      • Vai\u00a0viss\u00a0ir\u00a0skaidrs?\u00a0Vai\u00a0sp\u0113l\u0113t\u0101ji\u00a0saprot,\u00a0kas\u00a0vi\u0146iem\u00a0j\u0101dara?\u00a0Vai\u00a0ir\u00a0iesp\u0113jamas\u00a0 v\u0113l\u00a0citas uzdevumu nosac\u012bjumu interpret\u0101cijas?<\/li>\n
                      • Vai m\u012bkla paredz k\u0101das iepriek\u0161\u0113jas zin\u0101\u0161anas? K\u0101d\u0101 veid\u0101 t\u0101s var padar\u012bt pieejamas?<\/li>\n
                      • Vai ir iesp\u0113jams tikai viens risin\u0101jums un vai tas b\u016bs ac\u012bmredzami, kad tiks atrasts pareizais risin\u0101jums? Vai atrisin\u0101jums ir ac\u012bmredzams? \u0160is punkts ir \u013coti svar\u012bgs: nekas nevar b\u016bt kaitino\u0161\u0101ks par atzi\u0146u, ka m\u012bkla ir jau atrisin\u0101ta, pirms v\u0113l esi s\u0101cis to risin\u0101t.<\/li>\n<\/ul>\n<\/blockquote>\n

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                        Kad pl\u0101ns <\/strong>un pamata individu\u0101l\u0101s m\u012bklas<\/strong>, kas veidos sp\u0113li, ir gatavas, skolot\u0101jiem tas viss ir j\u0101saliek kop\u0101<\/strong>. \u0160\u012b posma p\u0101rbaud\u012b\u0161ana \u013caus skolot\u0101jiem saprast, vai ir izdevies atrast vajadz\u012bgo l\u012bdzsvaru starp sp\u0113li un m\u0101c\u012bbu procesu<\/strong>, k\u0101 ar\u012b \u013caus uzlabot eso\u0161\u0101s m\u012bklas vai pievienot jaunas. \u0160aj\u0101 br\u012bd\u012b sp\u0113lei var pievienot ar\u012b papildus elementus (nosl\u0113pumus un p\u0101rsteigumus, kas sp\u0113lei pie\u0161\u0137irs papildus gar\u0161u un v\u0113rt\u012bbu).<\/p>\n

                        [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                        N\u0101kamais solis, kas ir j\u0101izv\u0113rt\u0113 \u2013 k\u0101ds apr\u012bkojums un materi\u0101li ir nepiecie\u0161ami, lai m\u012bklas darbotos un veidotu kopainu. J\u0101apsver sekojo\u0161ais:<\/p>\n

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                        \n
                          \n
                        • Noform\u0113jums un rekviz\u012bti.<\/strong> Kas ir nepiecie\u0161ams telpai, lai t\u0101 atbilstu izv\u0113l\u0113tajai t\u0113mai?<\/li>\n
                        • Gaisma un ska\u0146a.<\/strong> Vai ir iesp\u0113ja kontrol\u0113t gaismefektus, k\u0101 tiks uzst\u0101d\u012bta gaisma? Vai tiks atska\u0146ota m\u016bzika?<\/li>\n
                        • Fona st\u0101sts.<\/strong> Vai ir k\u0101di papildus elementi, kas iederas pamata st\u0101st\u0101 un kuri papildus mot\u012bvi to paspilgtina?<\/li>\n<\/ul>\n<\/blockquote>\n

                          [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                          Ir \u0101rk\u0101rt\u012bgi svar\u012bgi p\u0101rbaud\u012bt izlau\u0161an\u0101s istabu visos t\u0101s etapos<\/strong>, lai izveidotu sp\u0113li, kas ir gan izgl\u012btojo\u0161a, gan izklaid\u0113jo\u0161a<\/strong>. Pa\u0161v\u0113rt\u0113jumam var izmantot gatavu kontroljaut\u0101jumu sarakstu, lai sekotu p\u0101rbaudes gaitai.<\/p>\n

                          [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                          2.4. R\u012bki satura integr\u0113\u0161anai; vizu\u0101lie materi\u0101li, aplik\u0101cijas.<\/h2>\n

                          [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                          \u013boti svar\u012bgs izlau\u0161an\u0101s sp\u0113les izstr\u0101des etaps ir br\u012bdis, kad tiek izstr\u0101d\u0101tas m\u012bklas un aktivit\u0101tes, ar kur\u0101m sp\u0113les dal\u012bbnieki darbosies sp\u0113les gait\u0101. \u0160is solis ir aprakst\u012bts Nikolsona darbos. Kam ir j\u0101piev\u0113r\u0161 uzman\u012bba:<\/p>\n

                          [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                          \n
                            \n
                          • M\u012bklu dizains:<\/strong> m\u012bkl\u0101m un nor\u0101d\u0113m ir j\u0101b\u016bt daudzveid\u012bg\u0101m, izaicino\u0161\u0101m un piel\u0101got\u0101m m\u0101c\u012bbu m\u0113r\u0137iem.<\/li>\n
                          • M\u0101c\u012bbu m\u0113r\u0137u atspogu\u013cojums:<\/strong> m\u0101c\u012bbu m\u0113r\u0137iem ir j\u0101b\u016bt saska\u0146otiem ar t\u0113m\u0101m, lai nodro\u0161in\u0101tu, ka m\u012bklu sniegt\u0101 pieredze kopum\u0101 atbilst visp\u0101r\u0113jiem m\u0101c\u012bbu programmas m\u0113r\u0137iem.<\/li>\n
                          • Instrukcijas\/skaidrojumi:<\/strong> instrukcij\u0101m ir j\u0101b\u016bt nep\u0101rprotam\u0101m un saprotam\u0101m, un to skaidrojumi ir \u013coti svar\u012bgi, lai pal\u012bdz\u0113tu sp\u0113l\u0113t\u0101jiem atrast atrisin\u0101jumus uzdevumiem.<\/li>\n
                          • Nor\u0101des\/m\u0101jieni:<\/strong> izlau\u0161an\u0101s istabas ir sare\u017e\u0123\u012btas, t\u0101d\u0113\u013c ir j\u0101p\u0101rliecin\u0101s, ka sp\u0113l\u0113t\u0101jiem ir pieejamas nor\u0101des un metodes, k\u0101 ar\u012b – k\u0101 \u0161\u012bs nor\u0101des ir izmantojamas un nododamas sp\u0113l\u0113t\u0101jiem, kuri jau atrodas sp\u0113l\u0113, nep\u0101rtraucot sp\u0113les gaitu.<\/li>\n<\/ul>\n<\/blockquote>\n

                            [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                            Nodro\u0161inot, ka m\u012bklas prec\u012bzi atspogu\u013co iepriek\u0161 izvirz\u012btos m\u0101c\u012bbu m\u0113r\u0137us, turpm\u0101kaj\u0101 proces\u0101 b\u016bs viegl\u0101k nov\u0113rt\u0113t un izsekot, vai sp\u0113les beig\u0101s izvirz\u012btie m\u0113r\u0137i tiek sasniegti. K\u0101 ir nor\u0101d\u012bjis Nikolsons, m\u0113r\u0137u sasnieg\u0161ana sp\u0113les beig\u0101s ir noz\u012bm\u012bga un viena no b\u016btisk\u0101kaj\u0101m izlau\u0161an\u0101s sp\u0113\u013cu da\u013c\u0101m, proti, sp\u0113les izstr\u0101d\u0101t\u0101jiem ir j\u0101nodro\u0161ina sp\u0113l\u0113t\u0101ji ar skaidr\u0101m un saprotam\u0101m instrukcij\u0101m un ir j\u0101b\u016bt izstr\u0101d\u0101tam pl\u0101nam, k\u0101 nodot sp\u0113l\u0113t\u0101jiem nor\u0101des gad\u012bjum\u0101, ja gad\u012bjum\u0101 sp\u0113les sp\u0113l\u0113t\u0101ji \u201ciestr\u0113gst\u201d sp\u0113l\u0113 un netiek uz priek\u0161u, lai galu gal\u0101 visi izvirz\u012btie m\u0113r\u0137i tiktu sasniegti.<\/p>\n

                            [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                            Liel\u0101kajai da\u013cai izlau\u0161an\u0101s sp\u0113\u013cu ir vair\u0101ki l\u012bme\u0146i, atkar\u012bb\u0101, vai sp\u0113l\u0113t\u0101ji ir ies\u0101c\u0113ji, vid\u0113j\u0101 l\u012bme\u0146a vai pieredz\u0113ju\u0161i sp\u0113l\u0113t\u0101ji, eksperti. Atkar\u012bb\u0101 no grupas, m\u012bkl\u0101m ir j\u0101b\u016bt izaicino\u0161\u0101m visiem l\u012bme\u0146iem, uzdevumiem ir j\u0101b\u016bt t\u0101diem, lai katram liktos, ka tos ir gandr\u012bz neiesp\u0113jami atrisin\u0101t.<\/p>\n

                            [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                            Vispirms ir j\u0101rada visvienk\u0101r\u0161\u0101k\u0101s m\u012bklas un pak\u0101peniski j\u0101veido sare\u017e\u0123\u012bt\u0101ki uzdevumi. K\u0101 ar\u012b ir nepiecie\u0161ams izstr\u0101d\u0101t da\u017e\u0101da veida m\u012bklas, nor\u0101des un strat\u0113\u0123ijas to risin\u0101\u0161anai, lai piel\u0101gotos katra sp\u0113l\u0113t\u0101ja sp\u0113j\u0101m un progresam. Sp\u0113le var k\u013c\u016bt \u013coti garlaic\u012bga, ja nemit\u012bgi tiks izmantotas vienas personas sp\u0113jas, piem\u0113ram, dodot uzdevumus tikai tiem skol\u0113niem, kam padodas at\u0161ifr\u0113t kodus.<\/p>\n

                            [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                            Iesp\u0113jamie piem\u0113ri, k\u0101 var tikt izstr\u0101d\u0101ti izlau\u0161an\u0101s sp\u0113les uzdevumi:<\/p>\n

                              \n
                            • Izv\u0113lieties 6-9 m\u012bklas vienas stundas ilgai sp\u0113lei. M\u012bklas var b\u016bt, piem\u0113ram, aizst\u0101\u0161anas \u0161ifri, vizu\u0101li att\u0113li, v\u0101rdu m\u012bklas, v\u0101rdu mekl\u0113\u0161anas vai lo\u0123ikas uzdevumi.<\/li>\n
                            • Sadaliet skol\u0113nus 4-8 cilv\u0113ku liel\u0101s grup\u0101s.<\/li>\n
                            • K\u0101 galveno progresa m\u0113r\u012bt\u0101ju izmantojiet Google veidlapas: \u0161\u0101d\u0101s veidlap\u0101s tiek par\u0101d\u012bta katra m\u012bkla, tiek ierakst\u012bta atbilde un, saska\u0146\u0101 ar instrukcij\u0101m, tiek sa\u0146emta n\u0101kam\u0101 m\u012bkla, lai var\u0113tu veikt n\u0101kamo aktivit\u0101ti. Katrai n\u0101kamajai m\u012bklai b\u016bs nepiecie\u0161ama pareizi uzrakst\u012bta atbilde Google dokumenta form\u0101, lai p\u0101rietu uz n\u0101kamo uzdevumu un sa\u0146emtu nepiecie\u0161am\u0101s nor\u0101des, k\u0101 to atrisin\u0101t. Un t\u0101 l\u012bdz sp\u0113les beig\u0101m.<\/li>\n
                            • Katra komanda sp\u0113les s\u0101kum\u0101 sa\u0146em aploksni ar vis\u0101m m\u012bkl\u0101m, kas j\u0101atrisina l\u012bdz sp\u0113les beig\u0101m. Sp\u0113les s\u0101kum\u0101, sa\u0146emot visus materi\u0101lus uzreiz, tiem s\u0101kotn\u0113ji nav j\u0113gas \u2013 tie ieg\u016bst j\u0113gu br\u012bd\u012b, kad tiek atrisin\u0101ta pirm\u0101 m\u012bkla, jo t\u0101d\u0101 veid\u0101 tiek sa\u0146emta nepiecie\u0161am\u0101 nor\u0101de, kas iepaz\u012bstina ar n\u0101kamo m\u012bklu.<\/li>\n<\/ul>\n

                              [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                              V\u0113l viens svar\u012bgs solis, k\u0101 uzsver Nikolsons savos darbos, izstr\u0101d\u0101jot izlau\u0161an\u0101s istabu, ir j\u0101rada vide un izvietojums, kas ir atbilsto\u0161s sp\u0113les saturam. Ja sp\u0113les dizains ir saist\u012bts ar tehnolo\u0123ij\u0101m, \u0161aj\u0101 sol\u012b b\u016btu noder\u012bgi apsv\u0113rt un izpl\u0101not, k\u0101 tie\u0161i sp\u0113les dal\u012bbnieki izmantos \u0161\u012bs tehnolo\u0123ijas un kas notiks, ja k\u0101du apst\u0101k\u013cu d\u0113\u013c tehnolo\u0123ijas nedarbosies. Piem\u0113ram, varb\u016bt j\u016bs v\u0113l\u0113tos izstr\u0101d\u0101t digit\u0101las m\u012bklas un nor\u0101des, izmantojot bezmaksas programmat\u016bras, piem\u0113ram, programmu \u201cGenially\u201d, kas ir \u013coti piem\u0113rota pedago\u0123isku m\u0113r\u0137u sasnieg\u0161anai.<\/p>\n

                              [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                \n
                              • Vietas\/telpas noform\u0113jums<\/strong>: nodro\u0161iniet pietiekami daudz vietas sp\u0113lei un \u0113rtu p\u0101rvieto\u0161anos. Videi ir j\u0101atspogu\u013co sp\u0113les tematiku p\u0113c iesp\u0113jas re\u0101listisk\u0101k.<\/li>\n
                              • Fiziskie rekviz\u012bti<\/strong>: rekviz\u012bti m\u012bkl\u0101m, viltus pavedieni + galvenie vidi raksturojo\u0161ie elementi.<\/li>\n
                              • Tehniskie ieteikumi<\/strong>: izmantojiet da\u017e\u0101das tehnolo\u0123iju pied\u0101v\u0101t\u0101s iesp\u0113jas, lai uzlabotu sp\u0113l\u0113t\u0101ju pieredzi sp\u0113l\u0113.<\/li>\n
                              • Aktieri<\/strong>: re\u0101li dal\u012bbnieki\/aktieri var pal\u012bdz\u0113t padar\u012bt izdz\u012bvojamo pieredzi re\u0101listisk\u0101ku un ticam\u0101ku. Aktieri var ar\u012b nor\u0101d\u012bt laika limitu vai dot m\u0101jienus, ja nov\u0113ro, ka sp\u0113les dal\u012bbnieki saskaras ar gr\u016bt\u012bb\u0101m sp\u0113les gait\u0101.<\/li>\n<\/ul>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                \u0160is solis paredz atdz\u012bvin\u0101t sp\u0113les pied\u0101v\u0101to pieredzi, nodro\u0161inot sp\u0113les dal\u012bbniekiem p\u0113c iesp\u0113jas re\u0101listisk\u0101ku un ticam\u0101ku pieredzi, ar kuru saskarties sp\u0113les gait\u0101.<\/p>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                2.5. Sasaiste ar skolu m\u0101c\u012bbu programmu pras\u012bb\u0101m<\/h2>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                Ir lietder\u012bgi nor\u0101d\u012bt, ka p\u0113d\u0113j\u0101 laik\u0101 arvien b\u016btisk\u0101ka k\u013cuvusi sp\u0113ja izdar\u012bt spriedumus. Tas attiecas k\u0101 uz sp\u0113ju analiz\u0113t un izv\u0113rt\u0113t inform\u0101ciju, t\u0101 ar\u012b uz sp\u0113ju pie\u0146emt pamatotus l\u0113mumus, kas veicina skol\u0113nos kritisko dom\u0101\u0161anu. Str\u0101d\u0101jot grup\u0101s, skol\u0113niem b\u016bs j\u0101izv\u0113rt\u0113 divi savstarp\u0113ji l\u012bdz\u012bgi aspekti. No vienas puses, skol\u0113niem b\u016bs j\u0101nov\u0113rt\u0113 pati izlau\u0161an\u0101s istabas telpa un noform\u0113jums. Vi\u0146i m\u0101c\u012bsies izteikt konstrukt\u012bvus koment\u0101rus, kas var pal\u012bdz\u0113t skolot\u0101jiem uzlabot vi\u0146u darbu. No otras puses, skol\u0113niem b\u016bs j\u0101sp\u0113j pa\u0161iem izv\u0113rt\u0113t sevi k\u0101 grupu, kam j\u0101sadarbojas. Skol\u0113niem b\u016bs j\u0101apzin\u0101s, ka tas, ko dar\u012bs viens, ietekm\u0113s visus grupas biedrus.<\/p>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                Izlau\u0161an\u0101s istabas \u012bstenais sp\u0113ks da\u017ek\u0101rt sl\u0113pjas tie\u0161i skol\u0113nu sniegtaj\u0101 atgriezeniskaj\u0101 sait\u0113 <\/strong>p\u0113c sp\u0113les uzdevumu veik\u0161anas. Skolot\u0101jiem vajadz\u0113tu vismaz 10-15 min\u016btes p\u0113c sp\u0113les pabeig\u0161anas \u013caut skol\u0113niem izrun\u0101t savu pieredzi. Ir ieteicams, ka skol\u0113ni izskaidro katru m\u012bklu un uzdevumu, k\u0101 vi\u0146iem izdevies to atrisin\u0101t, lai apspriestu to, ko ir nov\u0113roju\u0161i skolot\u0101ji. Ir j\u0101p\u0101rrun\u0101 br\u012b\u017ei, kuros skolot\u0101ji ir nov\u0113roju\u0161i komunik\u0101cijas vai savstarp\u0113j\u0101s sadarb\u012bbas probl\u0113mas, vai br\u012b\u017ei, kad skol\u0113ni nav sp\u0113ju\u0161i p\u0101rvar\u0113t k\u0101du uzdevumu un tikt t\u0101l\u0101k – tas ir lielisks veids, k\u0101 likt skol\u0113niem pa\u0161iem apjaust, kur sl\u0113pjas vi\u0146u stipr\u0101s un v\u0101j\u0101s puses.<\/p>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                Bet k\u0101 tad ar m\u0101c\u012b\u0161anos? Katram uzdevumam vajadz\u0113tu b\u016bt saist\u012btam ar st\u0101stu un sniegt k\u0101du m\u0101c\u012bbu, vai nu balstoties uz k\u0101du konkr\u0113tu t\u0113mu vai visp\u0101r\u012bgiem tematiem, kas atkl\u0101jas sp\u0113les gait\u0101 (sadarbojoties komand\u0101, atkl\u0101jot katra individu\u0101l\u0101s prasmes, tiekot gal\u0101 ar laika limita rad\u012bto spriedzi u.tml.). Atkar\u012bb\u0101 no izlau\u0161an\u0101s istabas m\u0101c\u012bbu uzdevuma m\u0113r\u0137a, iz\u0161\u0137iro\u0161ais m\u0101c\u012bbu rezult\u0101ts var tikt sasniegts br\u012bd\u012b, kad skol\u0113ni jau ir pametu\u0161i izlau\u0161an\u0101s istabu. T\u0101 ir t\u0101 saucam\u0101 \u201cdebrifinga telpa\u201d.<\/p>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                Debrifinga telpa<\/strong> var b\u016bt k\u0101da blakus eso\u0161a telpa vai klase, vai var atrasties tan\u012b pa\u0161\u0101 istab\u0101. Pats saturs un pedagogu loma ir svar\u012bg\u0101ka par konkr\u0113t\u0101s telpas veidu vai atra\u0161an\u0101s vietu. \u0160aj\u0101 informat\u012bvaj\u0101 telp\u0101 pedagogi var apspriest komandu pieredzi da\u017e\u0101dos veidos: Var jaut\u0101t, ko skol\u0113ni ir iem\u0101c\u012bju\u0161ies vai sapratu\u0161i, ar k\u0101diem izaicin\u0101jumiem vi\u0146i ir sask\u0101ru\u0161ies, k\u0101da ir bijusi katra konkr\u0113t\u0101 loma komand\u0101, kas vi\u0146us ir p\u0101rsteidzis sp\u0113l\u0113, k\u0101du specifisku t\u0113mu vai m\u0101c\u012bbu vielu vi\u0146i ir apguvu\u0161i, ko vi\u0146i main\u012btu u.tml.<\/p>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                \u0160\u0101da veida apspriedes debrifinga telp\u0101 kalpo gan k\u0101 atgriezenisk\u0101 saite<\/strong> par sp\u0113les norisi no skolot\u0101ju\/sp\u0113les izstr\u0101d\u0101t\u0101ju puses, gan ar\u012b k\u0101 izskaidrojums, k\u0101 bija j\u0101risina m\u012bklas. \u0160\u0101das p\u0113c-apspriedes galvenais m\u0113r\u0137is ir sniegt skol\u0113niem iesp\u0113ju izskaidrot savu pieredzi un sniegt atgriezenisko saiti par savu pieredzi. \u0160\u0101ds p\u0113c-apspriedes process var nodro\u0161in\u0101t v\u0113rt\u012bgu ieskatu t\u0101dos aspektos k\u0101 komandas sadarb\u012bbas dinamika, komunik\u0101cijas prasmes, da\u017e\u0101die veidi, k\u0101 sp\u0113l\u0113t\u0101ji atrisin\u0101ja probl\u0113mas, ar kur\u0101m sask\u0101r\u0101s. Skolot\u0101ja\/ sp\u0113les instruktora vad\u012bt\u0101 diskusij\u0101 var uzdot skol\u0113niem jaut\u0101jumus par to, k\u0101 \u0161\u0101da veida pieredze var vi\u0146iem pal\u012bdz\u0113t turpm\u0101kaj\u0101 m\u0101c\u012bbu proces\u0101. Nosl\u0113gum\u0101 skolot\u0101jiem b\u016btu j\u0101organiz\u0113 tik\u0161an\u0101s, kur\u0101 izv\u0113rt\u0113tu \u0161\u0101da veida m\u0101c\u012b\u0161an\u0101s stipr\u0101s un v\u0101j\u0101s puses. Skolot\u0101ji izmantotu izpild\u012bt\u0101s aptauju lapas, kur\u0101s skol\u0113ni izsaka savu viedokli.<\/p>\n

                                [\/et_pb_text][et_pb_text _builder_version=”4.6.6″ _module_preset=”default”]<\/p>\n

                                Izp\u0113tot zin\u0101tnisko literat\u016bru par izv\u0113l\u0113to m\u0101c\u012b\u0161an\u0101s metodiku, var izdar\u012bt sekojo\u0161us secin\u0101jumus:<\/p>\n

                                  \n
                                • Uz sp\u0113les principa veidotu tehnolo\u0123iju un izlau\u0161an\u0101s istabu projektu izmanto\u0161ana m\u016bsdien\u0101s ir viena no aktu\u0101l\u0101kaj\u0101m un ieteicam\u0101kaj\u0101m \u201cSTEAM\u201d m\u0101c\u012bbu metod\u0113m;<\/li>\n
                                • \u201cIzlau\u0161an\u0101s istabas\u201d ir \u013coti piem\u0113rotas un atbilsto\u0161as m\u016bsdienu skol\u0113nu da\u017e\u0101daj\u0101m vajadz\u012bb\u0101m, kas pieprasa nodro\u0161in\u0101t visp\u0101r\u0113ju att\u012bst\u012bbu, kas balst\u0101s uz kompleks\u0101m STEAM discipl\u012bn\u0101m k\u0101 m\u0101c\u012b\u0161an\u0101s procesu.<\/li>\n
                                • \u201cIzlau\u0161an\u0101s istabas\u201d ir ar\u012b da\u013ca no konstrukt\u012bvistu klases, kas paredz uz probl\u0113mu risin\u0101\u0161anu balst\u012btu m\u0101c\u012b\u0161anos, uz izp\u0113ti balst\u012btu m\u0101c\u012b\u0161anos, uz projektu balst\u012btu m\u0101c\u012b\u0161anos un sekojo\u0161u vit\u0101li svar\u012bgu skol\u0113nu prasmju att\u012bst\u012b\u0161anu:\n
                                    \n
                                  • Apzin\u0101t\u012bba (akt\u012bva klaus\u012b\u0161an\u0101s);<\/li>\n
                                  • Strat\u0113\u0123isk\u0101 dom\u0101\u0161ana (pl\u0101no\u0161ana);<\/li>\n
                                  • Sp\u0113ja tikt gala ar stresu;<\/li>\n
                                  • Sp\u0113ja tikt gala ar p\u0101rmai\u0146\u0101m;<\/li>\n
                                  • Kritisk\u0101 dom\u0101\u0161ana un rado\u0161ums;<\/li>\n
                                  • Produkt\u012bva sadarb\u012bba grup\u0101 (komandas darbs);<\/li>\n
                                  • Pa\u0161v\u0113rt\u0113jums (prasme veikt pa\u0161nov\u0113rt\u0113jumu);<\/li>\n
                                  • M\u0101c\u012bbu prasmes (likumi, teorijas, koncepti);<\/li>\n
                                  • Laika pl\u0101no\u0161ana;<\/li>\n
                                  • L\u012bder\u012bbas prasmes;<\/li>\n
                                  • Sp\u0113ja iejusties otra situ\u0101cij\u0101 (emp\u0101tija);<\/li>\n
                                  • Sp\u0113ja pie\u0146emt l\u0113mumu;<\/li>\n
                                  • Sp\u0113ja risin\u0101t probl\u0113mas.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

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                                    No otras puses, izlau\u0161an\u0101s istabas var att\u012bst\u012bt t\u0101das probl\u0113mu risin\u0101\u0161anas prasmes k\u0101:<\/p>\n

                                      \n
                                    • Sp\u0113ju izprast probl\u0113mas b\u016bt\u012bbu;<\/li>\n
                                    • Sp\u0113ju izprast probl\u0113mas c\u0113lo\u0146us, sekas un izprast probl\u0113mu pla\u0161\u0101k\u0101 kontekst\u0101;<\/li>\n
                                    • Sp\u0113ju izprast probl\u0113mu b\u016bt\u012bbas sec\u012bgumu;<\/li>\n
                                    • Sp\u0113ju risin\u0101t probl\u0113mu sec\u012bgi, sistem\u0101tiski;<\/li>\n
                                    • Sp\u0113ju izmantot savu intu\u012bciju;<\/li>\n
                                    • Sp\u0113ju struktur\u0113t probl\u0113mu;<\/li>\n
                                    • Sp\u0113ju izvair\u012bties no p\u0101rm\u0113r\u012bgas probl\u0113mas vienk\u0101r\u0161o\u0161anas un saglab\u0101t koncentr\u0113\u0161anos;<\/li>\n
                                    • Sp\u0113ju uzdot jaut\u0101jumus, kas tuvina probl\u0113mas b\u016bt\u012bbas izpratnei;<\/li>\n
                                    • Sp\u0113ju adekv\u0101ti izv\u0113rt\u0113t probl\u0113mu.<\/li>\n<\/ul>\n

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                                      Izlau\u0161an\u0101s istabas strukt\u016bra ir v\u0113rt\u0113jama k\u0101 da\u013ca no m\u0101c\u012bbu programmas, kas ir balst\u012bta uz probl\u0113m-risin\u0101\u0161anas m\u0101c\u012b\u0161anos, kas ir visas Eiropas m\u0101c\u012bbu programmu st\u016brakmens.<\/p>\n

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                                      T\u0101p\u0113c tagad, kad ir atrasts veids k\u0101 integr\u0113t \u201cizlau\u0161an\u0101s istabu\u201d skolu m\u0101c\u012bbu programm\u0101s, ir nepiecie\u0161ams izp\u0113t\u012bt, k\u0101 vislab\u0101k b\u016btu iesp\u0113jams izmantot skol\u0113nu iepriek\u0161\u0113j\u0101s zin\u0101\u0161anas izlau\u0161an\u0101s istab\u0101 un k\u0101 sekm\u0113t zin\u0101\u0161anu un prasmju pilnveido\u0161anos, kas tiek att\u012bst\u012btas izlau\u0161an\u0101s istab\u0101. \u012as\u0101k sakot, j\u0101noskaidro, k\u0101 maksim\u0101li izmantot izlau\u0161an\u0101s istabas potenci\u0101lu pedago\u0123iskiem m\u0113r\u0137iem.<\/p>\n

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                                      \n

                                      Iepriek\u0161\u0113j\u0101 sada\u013ca<\/p>\n

                                      K\u0101p\u0113c izlau\u0161an\u0101s istabas ir noder\u012bgas STEAM izgl\u012bt\u012bb\u0101?<\/h1>\n<\/div>\n

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                                      \n

                                      N\u0101kam\u0101 sada\u013ca<\/p>\n

                                      K\u0101 nov\u0113rt\u0113t skol\u0113nu zin\u0101\u0161anu un prasmju att\u012bst\u012bbu izlau\u0161an\u0101s istabu lieto\u0161anas laik\u0101?<\/h1>\n<\/div>\n

                                      [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

                                      2. da\u013ca: K\u0101 integr\u0113t ER skolu m\u0101c\u012bbu programm\u0101s?Saturs2.1. Izlau\u0161an\u0101s istabas m\u0113r\u0137u defin\u0113\u0161ana, s\u0101kot no skolas m\u0101c\u012bbu programmasViena no STEM izgl\u012bt\u012bbas priorit\u0101t\u0113m ir izprovoc\u0113t skol\u0113nu interesi un sniegt autentisku m\u0101c\u012bbu pieredzi. Saska\u0146\u0101 ar Reeves et al. (2004) studentiem vajadz\u0113tu b\u016bt autentiskiem uzdevumiem, kuriem ir re\u0101lais konteksts, nepareizi noteiktas probl\u0113mas, sare\u017e\u0123\u012bti vai daudzpak\u0101pju jaut\u0101jumi, vair\u0101ki veidi, k\u0101 […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","inline_featured_image":false},"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2677"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/comments?post=2677"}],"version-history":[{"count":2,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2677\/revisions"}],"predecessor-version":[{"id":2679,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2677\/revisions\/2679"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=2677"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}