Lejupiel\u0101d\u0113jiet PDF versiju<\/div>\n
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Izlau\u0161an\u0101s sp\u0113les \u012bsteno\u0161an\u0101 galven\u0101 loma ir sp\u0113les vad\u012bt\u0101jam. Pat ja vi\u0146\u0161 nepiedal\u0101s rad\u012b\u0161an\u0101, vi\u0146am j\u0101zina katrs sp\u0113les zobrats. Visas sp\u0113les laik\u0101 vi\u0146am j\u0101b\u016bt uzman\u012bgam, dinamiskam un prec\u012bzam. Iev\u0113rojot visus \u0161os ieteikumus, vi\u0146\u0161 nodro\u0161in\u0101s sp\u0113les nevainojamu norisi.<\/p>\n
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4.1 Vadl\u012bnijas un instrukt\u0101\u017ea <\/h2>\n
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Sp\u0113les vad\u012bt\u0101ja galvenais uzdevums ir novad\u012bt sp\u0113li l\u012bdz galam. Lai to izdar\u012btu, vi\u0146am j\u0101izmanto savas nov\u0113ro\u0161anas un klaus\u012b\u0161an\u0101s prasmes. Kad skol\u0113ni sp\u0113l\u0113, skolot\u0101jam ir j\u0101pal\u012bdz vi\u0146iem mekl\u0113t uzdevumu risin\u0101jums. Iejaukties var tikai, lai sniegtu b\u016btisku inform\u0101ciju.<\/p>\n
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Uzmanieties, kontrole var pal\u0113nin\u0101t sp\u0113les dinamiku un trauc\u0113t sp\u0113l\u0113t\u0101jus. Ir j\u0101atrod pareizais l\u012bdzsvars, pie\u0146emot, ka da\u017ereiz skol\u0113ni var atrast at\u0161\u0137ir\u012bgus veidus, k\u0101 atrisin\u0101t m\u012bklas. Da\u017eas m\u012bklas sp\u0113l\u0113t\u0101jiem da\u017ek\u0101rt var b\u016bt p\u0101r\u0101k sare\u017e\u0123\u012btas.<\/p>\n
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P\u0113c sp\u0113les vad\u012bt\u0101jam j\u0101velta laiks, lai vismaz piecpadsmit min\u016btes p\u0101rrun\u0101tu sp\u0113les gaitu ar saviem skol\u0113niem. Ir svar\u012bgi v\u0113lreiz p\u0101rrun\u0101t sp\u0113l\u0113 iek\u013cautos j\u0113dzienus un nepiecie\u0161am\u0101s prasmes, k\u0101 ar\u012b izcelt skol\u0113nu pan\u0101kumus un apspriest \u0161\u0137\u0113r\u0161\u013cus, ar kuriem vi\u0146i ir sask\u0101ru\u0161ies. Visbeidzot, vad\u012bt\u0101jam vajadz\u0113tu uzklaus\u012bt dal\u012bbnieku atsauksmes, lai uzlabotu sp\u0113les norisi n\u0101ko\u0161aj\u0101 reiz\u0113 vai pilnveidotu l\u012bdz\u012bgas sp\u0113les izveidi.<\/p>\n
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Katra sp\u0113les da\u013ca ir at\u0161\u0137ir\u012bga un att\u012bst\u0101s atbilsto\u0161i t\u0101s vad\u012bt\u0101ja person\u012bbai. Vad\u012bt\u0101ja pieredze k\u0101 izlau\u0161an\u0101s sp\u0113les sp\u0113l\u0113t\u0101jam var pal\u012bdz\u0113t vi\u0146am saprast citu sp\u0113l\u0113t\u0101ju cer\u012bbas un emocijas, kuras var rastie sp\u0113les laik\u0101.<\/p>\n
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4.2 Uzraudz\u012bba un dro\u0161\u012bba<\/h2>\n
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Tradicion\u0101laj\u0101 izlau\u0161an\u0101s istab\u0101 sp\u0113les vad\u012bt\u0101js atrodas \u0101rpus telpas, kur\u0101 notiek sp\u0113le. \u0160eit vi\u0146\u0161 atrad\u012bsies telp\u0101 kop\u0101 ar sp\u0113l\u0113t\u0101jiem. Koordinators var s\u0113d\u0113t telpas st\u016br\u012b, lai nevienu netrauc\u0113jot v\u0113rotu sp\u0113li. Ir iesp\u0113jams ar\u012b sazin\u0101ties ar skol\u0113niem, izmantojot ekr\u0101nu (r\u0101ciju, mikrofonu, datora ekr\u0101nu utt.). Ja vien nav j\u0101pal\u012bdz (atkar\u012bb\u0101 no laika, komandu progresa) vai j\u0101atrisina konflikti, kas var rasties grup\u0101s, sp\u0113les vad\u012bt\u0101js neiejaucas.<\/p>\n
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Ievadot sp\u0113l\u0113, ar veicamo misiju j\u0101iepaz\u012bstina uzman\u012bgi: lai sare\u017e\u0123\u012btu mekl\u0113\u0161anu, instrukciju skaits j\u0101samazina l\u012bdz minimumam. Atkar\u012bb\u0101 no sp\u0113les sare\u017e\u0123\u012bt\u012bbas pak\u0101pes un sp\u0113l\u0113t\u0101ju patst\u0101v\u012bbas, ir iesp\u0113jams iztikt ar\u012b bez noteikumiem. <\/p>\n
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Sp\u0113les vad\u012bt\u0101js ir atbild\u012bgs par skol\u0113niem. P\u0113c tam, kad vi\u0146\u0161 ir izskaidrojis sp\u0113les noteikumus, vi\u0146am j\u0101atg\u0101dina par dro\u0161\u012bbas pras\u012bb\u0101m, kas j\u0101iev\u0113ro sp\u0113les laik\u0101: “nelietot fizisku sp\u0113ku, nekur nesl\u012bd\u0113t, nek\u0101pt uz m\u0113bel\u0113m un nem\u0113\u0123in\u0101t izjaukt priek\u0161metus vai m\u0113beles. … “. Koordinators var l\u016bgt ar\u012b citu pieaugu\u0161o pal\u012bdz\u012bbu uzraudz\u012bt sp\u0113li. Vi\u0146\u0161 vai vi\u0146a var ar\u012b iepriek\u0161 katram skol\u0113nam iedot karti ar dro\u0161\u012bbas un ekspluat\u0101cijas noteikumiem.<\/p>\n
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Kad skol\u0113ni ir iepaz\u012bstin\u0101ti ar si\u017eetu, ekspluat\u0101cijas un dro\u0161\u012bbas noteikumiem, sp\u0113les vad\u012bt\u0101jam vi\u0146i j\u0101inform\u0113 par m\u012bklu atrisin\u0101\u0161anai un misijas pabeig\u0161anai atv\u0113l\u0113to laiku.<\/p>\n
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4.3 Da\u017e\u0101da veida pal\u012bdz\u012bba at\u0161\u0137ir\u012bgiem m\u0113r\u0137iem <\/h2>\n
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Sp\u0113l\u0113t\u0101jiem j\u0101pielieto da\u017e\u0101das prasmes, kas saist\u012btas ar komandas darbu, piem\u0113ram, sadarb\u012bba, apmai\u0146a, savstarp\u0113ja pal\u012bdz\u012bba un klaus\u012b\u0161an\u0101s. Vi\u0146iem j\u0101izmanto ar\u012b t\u0101das p\u0113tniec\u012bbas prasmes k\u0101 dedukcija vai at\u0161ifr\u0113\u0161ana. M\u0101coties skol\u0113ni ir k\u0101 aktieri. T\u0101d\u0113j\u0101di sp\u0113les vad\u012bt\u0101jam ir j\u0101v\u0113ro sp\u0113l\u0113t\u0101ju r\u012bc\u012bbas un darb\u012bbas veidi, k\u0101 ar\u012b to, k\u0101di ir skol\u0113nu ieguvumi no izlau\u0161an\u0101s istabu uzdevumu risin\u0101\u0161anas.<\/p>\n
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Sp\u0113les vad\u012bt\u0101jam jau no pa\u0161a s\u0101kuma j\u0101atceras, ka izlau\u0161an\u0101s sp\u0113le ir veidota t\u0101, lai skol\u0113ni pielietotu stund\u0101s apg\u016bto vielu. Izmantojot savas zin\u0101\u0161anas, skol\u0113niem ir j\u0101sp\u0113j atrisin\u0101t m\u012bklas. Minot m\u012bklas pa grup\u0101m, vi\u0146i var\u0113s progres\u0113t \u0101tr\u0101k. Koordinatoram ir j\u0101uzst\u0101j uz to, ka katram sp\u0113l\u0113t\u0101jam un apak\u0161grupai j\u0101cen\u0161as atrisin\u0101t visas neatrisin\u0101t\u0101s m\u012bklas. At\u0161\u0137ir\u012bga inform\u0101cijas las\u012b\u0161ana \u013caus skol\u0113niem sak\u0101rtot domas un non\u0101kt l\u012bdz uzdevumu atrisin\u0101jumam. <\/p>\n
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Ir j\u0101paredz, ka ir iesp\u0113jamas aiz\u0137er\u0161an\u0101s. Atkar\u012bb\u0101 no komandu progresa un pat\u0113r\u0113t\u0101 laika, skolot\u0101js var dot nor\u0101des, lai pa\u0101trin\u0101tu dom\u0101\u0161anas procesu vai pie\u0161\u0137irt sp\u0113les laika pagarin\u0101jumu, ja skol\u0113ni nevar iek\u013cauties iepriek\u0161 nor\u0101d\u012btaj\u0101 laik\u0101. Piev\u0113rsiet uzman\u012bbu, m\u0113s nerun\u0101jam par risin\u0101juma pateik\u0161anu priek\u0161\u0101, bet gan par da\u017e\u0101d\u0101m uzvedino\u0161\u0101m nor\u0101d\u0113m. T\u0101d\u0101 gad\u012bjum\u0101 \u0161ie papildin\u0101jumi j\u0101iek\u013cauj si\u017eet\u0101. Piem\u0113ram, koordinators var pied\u0101v\u0101t kart\u012bti ar paskaidrojo\u0161u tekstu, iesp\u0113ju “nopirkt” uzvedino\u0161as nor\u0101des par noteiktu summu (tas ierobe\u017eo pal\u012bdz\u012bbas piepras\u012bjumu apjomu un veicina grupas pa\u0161vad\u012bbu); ja m\u012bkla tiek atrisin\u0101ta noteikt\u0101 laik\u0101, skol\u0113ni var ieg\u016bt bonusa punktus, kurus var izmantot k\u0101d\u0101 \u0101rk\u0101rtas situ\u0101cij\u0101.<\/p>\n
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4.4 Nor\u0101des un ieteikumi<\/h2>\n
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At\u0161\u0137ir\u012bb\u0101 no tradicion\u0101laj\u0101m izlau\u0161an\u0101s istab\u0101m, kur sp\u0113l\u0113t\u0101ji tiek iesl\u0113gti telp\u0101, skol\u0113niem, lai var\u0113tu pabeigt mekl\u0113jumus, j\u0101atrod sl\u0113ptas vai kod\u0113tas nor\u0101des. Pirms sp\u0113les s\u0101kuma vad\u012bt\u0101jam j\u0101velta laiks, lai izst\u0101st\u012btu skol\u0113niem par sp\u0113les norisi.<\/p>\n
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Lai veicin\u0101tu komandas darbu, ir svar\u012bgi nor\u0101d\u012bjumus sniegt minim\u0101li un daudzveidot m\u012bklu saturu un formu. Koordinatoram vajadz\u0113tu dom\u0101t ar\u012b par padzi\u013cin\u0101tu scen\u0101riju, izvairoties no line\u0101ra konspekta. Ja katra m\u012bkla bez p\u016bl\u0113m tiks atrisin\u0101ta viena p\u0113c otras un t\u0101 t\u0101l\u0101k, sp\u0113l\u0113t\u0101ji zaud\u0113s interesi. Sp\u0113les vad\u012bt\u0101jam j\u0101vizualiz\u0113, k\u0101 vi\u0146a skol\u0113ni atkl\u0101j m\u012bklu nor\u0101des, ar kur\u0101m vi\u0146i saskarsies v\u0113l\u0101k, neatkar\u012bgi no t\u0101, vai tie ir kodi, atsl\u0113gas vai pat lietojami priek\u0161meti.<\/p>\n
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Uzdevumiem j\u0101b\u016bt m\u012bklainiem, jo pret\u0113j\u0101 gad\u012bjum\u0101 sp\u0113le b\u016bs neinteresanta. J\u0101r\u016bp\u0113jas par da\u017e\u0101d\u0101m gr\u016bt\u012bbu pak\u0101p\u0113m, paturot pr\u0101t\u0101, ka tie nedr\u012bkst b\u016bt ne p\u0101r\u0101k viegli (risk\u0113jot zaud\u0113t skol\u0113nu interesi), ne p\u0101r\u0101k gr\u016bti. Lai nok\u013c\u016btu l\u012bdz sp\u0113les beig\u0101m, j\u0101saprot un j\u0101atrisina visas m\u012bklas. Skol\u0113niem j\u0101str\u0101d\u0101 maz\u0101s grup\u0101s atbilsto\u0161i tam, k\u0101 vi\u0146i pa\u0161i ir sadal\u012bju\u0161ies. Vi\u0146iem vajadz\u0113tu sadarboties diskut\u0113jot, izvirzot hipot\u0113zes, eksperiment\u0113jot un da\u017ereiz ar\u012b k\u013c\u016bdoties. <\/p>\n
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Vad\u012bt\u0101jam nevajadz\u0113tu sp\u0113l\u0113t\u0101jiem p\u0101r\u0101k daudz pal\u012bdz\u0113t, varb\u016bt pat nevajadz\u0113tu pal\u012bdz\u0113t visp\u0101r. Jo tas pal\u0113nin\u0101tu sp\u0113les gaitu, var\u0113tu novest l\u012bdz uzdevumu neatrisin\u0101\u0161anai un b\u016bt par iemeslu uztic\u012bbas zaud\u0113\u0161anai. Sp\u0113les vad\u012bt\u0101jam dal\u012bbnieki j\u0101nov\u0113ro, j\u0101vada, j\u0101pavada un j\u0101nov\u0113rt\u0113, vai vi\u0146am nav j\u0101sak\u0101rto sp\u0113le.<\/p>\n
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4.5 Laika p\u0101rvald\u012b\u0161ana <\/h2>\n
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Da\u017eiem skol\u0113niem tradicion\u0101l\u0101 stunda var \u0161\u0137ist gara, turpret\u012b izlau\u0161an\u0101s sp\u0113les form\u0101ts var pied\u0101v\u0101t iesp\u0113ju apskat\u012bt vai izrun\u0101t j\u0113dzienus izklaid\u0113jo\u0161\u0101 veid\u0101 un cit\u0101 temp\u0101. Lai sasniegtu savu m\u0113r\u0137i un izpild\u012btu uzdevumus, sp\u0113l\u0113t\u0101jiem j\u0101atrisina m\u012bklas. Kam\u0113r tradicion\u0101l\u0101 izlau\u0161an\u0101s sp\u0113le parasti ilgst stundu, \u0161\u012bs sp\u0113les vad\u012bt\u0101js var iestat\u012bt konkr\u0113to uzdevumu izpildei vai skol\u0113nu uzman\u012bbas notur\u012bbai atbilso\u0161u laiku. Jebkur\u0101 gad\u012bjum\u0101 vi\u0146am katras sp\u0113les s\u0101kum\u0101 j\u0101inform\u0113 skol\u0113ni par laika limitu. <\/p>\n
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T\u0101 k\u0101 sp\u0113lei ir savs noteikt laiks, vad\u012bt\u0101jam j\u0101b\u016bt uzman\u012bgam un attiec\u012bgi j\u0101rea\u0123\u0113. Vi\u0146\u0161 nedr\u012bkst sv\u0101rst\u012bties par sp\u0113les laika limita iev\u0113ro\u0161anu, lai kontrol\u0113tu sp\u0113l\u0113t\u0101ju ener\u0123iju un azartu. Ja skol\u0113ni iestr\u0113gst pie k\u0101das m\u012bklas, vad\u012bt\u0101jam j\u0101sniedz vi\u0146iem pal\u012bdz\u012bga roka, vilinot vi\u0146us ar nor\u0101d\u0113m vai ieteikumiem. J\u0101apzin\u0101s, ka katrs atbalsts j\u0101sniedz \u012bstaj\u0101 laik\u0101. Sp\u0113les norises diagrammas izveide, kur\u0101 par\u0101d\u012bts sp\u0113les scen\u0101rijs un saikne starp m\u012bkl\u0101m, \u013caus vad\u012bt\u0101jam vizualiz\u0113t sp\u0113l\u0113t\u0101ju progresu. Koordinatoram ir j\u0101izlemj vai un kad ir j\u0101iejaucas, \u0146emot v\u0113r\u0101 laiku, sp\u0113les dinamiku un sp\u0113l\u0113t\u0101ju savstarp\u0113jo sadarb\u012bbu.<\/p>\n
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Koordinators var izmantot priek\u0161metus, lai simboliski att\u0113lotu \u201catbalstu\u201d vai \u201cm\u0101jienus\u201d, t\u0101d\u0113j\u0101di uzskaitot tos. Kart\u012btes ar paceltu \u012bk\u0161\u0137i, kas pasl\u0113ptas izlau\u0161an\u0101s istab\u0101 vai pied\u0101v\u0101tas p\u0113c sp\u0113les vad\u012bt\u0101ja piepras\u012bjuma, pal\u012bdz\u0113s mazin\u0101t vil\u0161anos par k\u013c\u016bdu un p\u0101rvar\u0113t aiz\u0137er\u0161an\u0101s. Tom\u0113r esiet piesardz\u012bgi, lai nekad nesniegtu atbildi! Tas ir neprodukt\u012bvi un sag\u0101d\u0101s dal\u012bbniekiem tikai vil\u0161anos. <\/p>\n
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Visbeidzot, sp\u0113les vad\u012bt\u0101jam ir j\u0101saprot, ka vi\u0146am ne vienm\u0113r viss ir j\u0101kontrol\u0113. Vi\u0146am j\u0101tiek gal\u0101 ar neparedz\u0113t\u0101m situ\u0101cij\u0101m, sp\u0113les ritmu un laiku, bet j\u0101atst\u0101j vieta ar\u012b nejau\u0161\u012bbai. Ir svar\u012bgi atcer\u0113ties, ka t\u0101 ir sp\u0113le un ir svar\u012bgi tai \u013cauties.<\/p>\n
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4.6 Skolot\u0101ja loma <\/h2>\n
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M\u0101c\u012b\u0161an\u0101s caur sp\u0113li ir jaut\u0101jums, par kuru pedago\u0123ij\u0101 tiek run\u0101ts jau vair\u0101kus gadus. Papildus sp\u0113l\u0113m medijos, skol\u0101s pieejamo digit\u0101lo r\u012bku izaugsmei, ir nepiecie\u0161ami ieguld\u012bjumi t\u0101 d\u0113v\u0113taj\u0101s “izgl\u012btojo\u0161aj\u0101s sp\u0113l\u0113s”, kas ietver sev\u012b ar\u012b izlau\u0161an\u0101s sp\u0113les. Sp\u0113les vienm\u0113r ir biju\u0161as saist\u012btas ar m\u0101c\u012b\u0161anos, un izmantojot t\u0101s m\u0101c\u012bbu nol\u016bk\u0101, main\u0101s skol\u0113nu uzved\u012bba. T\u0101d\u0101 veid\u0101 tiek veicin\u0101ta vi\u0146u zin\u0101\u0161anu att\u012bst\u012bba. <\/p>\n
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Sp\u0113l\u0113t Izlau\u0161an\u0101s sp\u0113les noz\u012bm\u0113 aizmirst par savu skolot\u0101ja lomu. Skolot\u0101js ie\u0146em sp\u0113les vad\u012bt\u0101ja lomu, vi\u0146\u0161 uzrauga sp\u0113les gaitu, atg\u0101dina skol\u0113niem par laika limita izbeig\u0161anos un pavada vi\u0146us, sniedzot pal\u012bdz\u012bgu roku k\u0101das ,vi\u0146upr\u0101t, neatrisin\u0101mas m\u012bklas atmin\u0113\u0161an\u0101. Sp\u0113les nenoteikt\u012bba, kas att\u012bst\u0101s atkar\u012bb\u0101 no uzdevumu gr\u016bt\u012bbu pak\u0101pes un laika limita, citi faktori pieprasa skolot\u0101ja neitr\u0101lu attieksmi. Skolot\u0101jam j\u0101pie\u0146em, ka vi\u0146am nav viss j\u0101kontrol\u0113, j\u0101uzticas saviem skol\u0113niem un vi\u0146u pa\u0161u sp\u0113j\u0101m p\u0101rvar\u0113t gr\u016bt\u012bbas.<\/p>\n
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Tom\u0113r vad\u012bt\u0101js nedr\u012bkst aizmirst, ka \u0161\u012bs aktivit\u0101tes m\u0113r\u0137is ir m\u0101c\u012b\u0161an\u0101s. Skolot\u0101jam ir gr\u016bti uztvert katra sp\u0113l\u0113t\u0101ja ieguld\u012bjumu (spriestsp\u0113ju, zin\u0101\u0161anas un prasmes), jo t\u0101 ir sadarb\u012bbas un komandas sp\u0113le. Vi\u0146am vai vi\u0146ai jau no pa\u0161a s\u0101kuma j\u0101atg\u0101dina dal\u012bbniekiem, ka izlau\u0161an\u0101s sp\u0113le ir sp\u0113le, kur\u0101 aiz katras m\u012bklas sl\u0113pjas re\u0101li m\u0101c\u012bbu m\u0113r\u0137i.<\/p>\n
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AT\u0101pat k\u0101 p\u0113c jebkuras jautras nodarbes, kas tiek organiz\u0113ta klas\u0113, ar\u012b p\u0113c sp\u0113les j\u0101paredz izv\u0113rt\u0113\u0161ana. Neatkar\u012bgi no t\u0101, vai tas notiek izlau\u0161an\u0101s sp\u0113les izstr\u0101des vai \u012bsteno\u0161anas posm\u0101, skolot\u0101jam j\u0101paredz sp\u0113les t\u0101l\u0101ka izmanto\u0161ana pedago\u0123iskiem nol\u016bkiem. Izv\u0113rt\u0113\u0161anas posms \u013cauj skolot\u0101jam v\u0113lreiz izanaliz\u0113t katru m\u012bklu, t\u0101d\u0113j\u0101di nostiprinot pielietot\u0101s strat\u0113\u0123ijas, prasmes un zin\u0101\u0161anas. T\u0101p\u0113c ar\u012b tie, kuri izlau\u0161an\u0101s sp\u0113les laik\u0101 nebija tie\u0161i iesaist\u012bti m\u012bklu risin\u0101\u0161an\u0101, visu var saprast. Tas var ar\u012b skolot\u0101jam sniegt idejas vi\u0146as vai vi\u0146a sp\u0113les uzlabo\u0161anai. Ja nodarb\u012bbas laik\u0101 t\u0101da iesp\u0113ja nebija, \u0161aj\u0101 posm\u0101 ieteicams izveidot pierakstus, kas \u013cautu skol\u0113niem saglab\u0101t jaunos j\u0113dzienus, kurus vi\u0146i ir iem\u0101c\u012bju\u0161ies sp\u0113les laik\u0101.<\/p>\n
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Visbeidzot, skolot\u0101js nedr\u012bkst aizmirst apkopot skol\u0113nu atsauksmes un p\u0101rliecin\u0101ties, ka visiem \u0161\u012b pieredze ir patikusi. B\u016btu j\u0101apsprie\u017e grupas savstarp\u0113j\u0101 sadarb\u012bba un komunik\u0101cija: pajaut\u0101jiet dal\u012bbniekiem, k\u0101dus so\u013cus vi\u0146i izv\u0113l\u0113j\u0101s un k\u0101p\u0113c, ko vi\u0146i ir iem\u0101c\u012bju\u0161ies vislab\u0101k un k\u0101p\u0113c.<\/p>\n
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4.7 Sagatavo\u0161an\u0101s un klases sak\u0101rto\u0161ana<\/h2>\n
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Sp\u0113le vad\u012bt\u0101jam, pat ja vi\u0146\u0161 nav to pats izstr\u0101d\u0101jis, pamat\u012bgi j\u0101p\u0101rzina sp\u0113les scen\u0101rijs. Vi\u0146\u0161 ir vien\u012bgais, kur\u0161 zina visus m\u012bklu elementus: to atra\u0161an\u0101s vietas, risin\u0101jumus un v\u0101jos posmus. Zinot prec\u012bzu scen\u0101rija norisi, vi\u0146\u0161 nodro\u0161ina, lai viss darbojas nevainojami. Vi\u0146am vajadz\u0113tu tur\u0113t pie rokas sp\u0113les norises diagrammu, kas \u013cautu \u0101tri rea\u0123\u0113t gr\u016bt\u012bbu gad\u012bjum\u0101.<\/p>\n
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Pirms sp\u0113les s\u0101kuma vi\u0146am j\u0101p\u0101rbauda, \u200b\u200bvai apr\u012bkojums ir gatavs, vai nekas netr\u016bkst, un vai digit\u0101lie r\u012bki, ja t\u0101di ir, ir k\u0101rt\u012bb\u0101. Telpai, kur\u0101 paredz\u0113ta
\nizlau\u0161an\u0101s sp\u0113le, j\u0101b\u016bt pieejamai vismaz piecpadsmit min\u016btes pirms sp\u0113les s\u0101kuma. Sp\u0113les vad\u012bt\u0101js nedr\u012bkst aizmirst nov\u0101kt nevajadz\u012bgo apr\u012bkojumu, kas var\u0113tu trauc\u0113t sp\u0113lei.<\/p>\n
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Skol\u0113niem j\u0101b\u016bt sagatavotiem: vi\u0146iem j\u0101zina, kas ir izlau\u0161an\u0101s sp\u0113le. Sp\u0113les vad\u012bt\u0101jam j\u0101pazi\u0146o, ka katras sp\u0113les m\u012bklas atmin\u0113\u0161ana \u013caus vi\u0146iem nostiprin\u0101t m\u0101c\u012bbu stund\u0101s apg\u016bt\u0101s zin\u0101\u0161anas.<\/p>\n
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Pirmais solis ir skol\u0113nu ievad\u012b\u0161ana sp\u0113l\u0113. Koordinatoram j\u0101iepaz\u012bstina dal\u012bbnieki ar si\u017eetu t\u0101, lai rad\u012btu vi\u0146os aizraut\u012bbu. Kur vi\u0146i ir? K\u0101p\u0113c vi\u0146i tur atrodas? K\u0101ds ir m\u0113r\u0137is? Tas viss j\u0101izst\u0101sta saglab\u0101jot sp\u0113les atmosf\u0113ru. Skol\u0113nu pa\u0161u zi\u0146\u0101 ir noteikt k\u0101 vi\u0146i veiks mekl\u0113\u0161anu. Lai pan\u0101ktu liel\u0101ku ieju\u0161an\u0101s efektu, prezent\u0113t vai teikt ievadrunu var nevis skolot\u0101js, bet gan k\u0101ds piedz\u012bvojum\u0101 iesaist\u012btais varonis! <\/p>\n
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Sp\u0113les laik\u0101 sp\u0113les vad\u012bt\u0101js var virz\u012bt dal\u012bbniekus, iedro\u0161inot vi\u0146us, br\u012bdinot par aizm\u0101r\u0161\u012bbu vai sniedzot pal\u012bdz\u012bgu roku, ja vi\u0146i iestr\u0113gst. Tom\u0113r vi\u0146\u0161 nedr\u012bkst aizmirst dal\u012bbniekiem dot piln\u012bgu br\u012bv\u012bbu atkl\u0101jot materi\u0101lus, v\u0101cot pavedienus un uzs\u0101kot sadarb\u012bbu. Visbeidzot, vi\u0146am j\u0101piev\u0113r\u0161 uzman\u012bba eso\u0161aj\u0101m attiec\u012bb\u0101m, un t\u0101m, kuras b\u016btu j\u0101att\u012bsta. Vi\u0146am ar\u012b j\u0101piel\u0101gojas skol\u0113nu person\u012bbai: j\u0101mudina piedal\u012bties tos, kuri vilcin\u0101s. T\u0101pat vad\u012bt\u0101jam ar\u012b nevajadz\u0113tu p\u0101r\u0101k noska\u0146ot sp\u0113l\u0113t\u0101jus ieguld\u012bties sp\u0113l\u0113. Ikvienam vajadz\u0113tu b\u016bt iesp\u0113jai piedal\u012bties, t\u0101, k\u0101 vi\u0146\u0161 v\u0113las, un ir j\u0101pie\u0146em, ka da\u017ei cilv\u0113ki var b\u016bt vienaldz\u012bgi pret sp\u0113li.<\/p>\n
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4.8 Padomi skolot\u0101jiem iesp\u0113jamo probl\u0113mu p\u0101rvar\u0113\u0161anai <\/h2>\n
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Lai izlau\u0161an\u0101s sp\u0113le norit\u0113tu nevainojami, eksperiment\u0101 vajadz\u0113tu piedal\u012bties ne vair\u0101k k\u0101 desmit skol\u0113niem. Sp\u0113lei atv\u0113l\u0113tajai vietai un m\u012bkl\u0101m j\u0101b\u016bt pieejam\u0101m visiem. Sp\u0113l\u0113t\u0101jiem j\u0101b\u016bt iesp\u0113jai br\u012bvi p\u0101rvietoties telp\u0101 un piedal\u012bties vismaz vienas vai vair\u0101ku m\u012bklu atmin\u0113\u0161an\u0101. Skolot\u0101js kop\u0101 ar k\u0101du kol\u0113\u0123i var nolemt \u012bstenot divas izlau\u0161an\u0101s sp\u0113les paral\u0113li, kas palielin\u0101tu sp\u0113les dinamiku.<\/p>\n
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Sp\u0113l\u0113t\u0101ji saskarsies ar dubultu izaicin\u0101jumu: atrisin\u0101t m\u012bklas noteikt\u0101 laik\u0101 un \u0101tr\u0101k nek\u0101 otra komanda. Vis\u0101 sp\u0113l\u0113 ir j\u0101saglab\u0101 komandas dinamika un ritms. Lai to izdar\u012btu, ir ska\u013ci j\u0101atg\u0101dina, ka j\u0101motiv\u0113 vienam otru, ja nepiecie\u0161ams. Koordinators nodro\u0161ina sadarb\u012bbu starp sp\u0113l\u0113t\u0101jiem. Darba grupas ir j\u0101aicina sadal\u012bt un izveidot apak\u0161grupas, lai atsevi\u0161\u0137i atrisin\u0101tu probl\u0113mas. T\u0101pat vi\u0146iem b\u016btu j\u0101atg\u0101dina par nepiecie\u0161am\u012bbu komunic\u0113t sav\u0101 starp\u0101 un j\u0101vad\u0101s p\u0113c vajadz\u012bbas, lai atjaunotu savienojumus.<\/p>\n
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Svar\u012bgs ir sp\u0113les skripts: jo line\u0101r\u0101ka ir sp\u0113le (pirm\u0101s m\u012bklas risin\u0101jums dod pieeju n\u0101kamajai utt.), jo maz\u0101k grupa sadal\u012bs m\u012bklas. Visi sp\u0113l\u0113t\u0101ji vienlaikus sekos l\u012bdzi m\u012bkl\u0101m. Ja visi sp\u0113l\u0113t\u0101ji iestr\u0113gst ap vienu un to pa\u0161u jaut\u0101jumu, sp\u0113le zaud\u0113 interesi. Lai no t\u0101 izvair\u012btos, skolot\u0101jam jau no s\u0101kuma j\u0101pl\u0101no sp\u0113le ar vair\u0101k\u0101m aktivit\u0101\u0161u jom\u0101m.<\/p>\n
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Tipiska skolas darb\u012bba n\u0101k ar instrukcij\u0101m. \u0160eit ieteicams pievienot p\u0113c iesp\u0113jas maz\u0101k instrukciju. Ja skolot\u0101jam ir gr\u016bti norobe\u017eoties no klasiskaj\u0101m aktivit\u0101t\u0113m, vi\u0146\u0161 var iedom\u0101ties nor\u0101d\u012bjumus, kas tiks doti skol\u0113niem tikai tad, ja vi\u0146iem b\u016bs gr\u016bti atrisin\u0101t m\u012bklas.<\/p>\n
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Visbeidzot, var b\u016bt gr\u016bti, atkar\u012bb\u0101 no da\u017eiem skolas priek\u0161metiem un vi\u0146u programm\u0101m, izt\u0113loties m\u012bklas. Lai to risin\u0101tu, skolot\u0101js var izveidot starpnovadu b\u0113g\u0161anas sp\u0113li vai izmantot to k\u0101 r\u012bku, lai p\u0101rskat\u012btu da\u017e\u0101du skolu programmas.<\/p>\n
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Ir viens aspekts, ko m\u0113s v\u0113l neesam iek\u013c\u0101vu\u0161i \u0161aj\u0101 noda\u013c\u0101 un kas ietver izlau\u0161an\u0101s istabas anim\u0101cijas sagatavo\u0161anu un izskaidro\u0161anu, un tas ir: k\u0101 sagatavoties un k\u0101 integr\u0113t da\u017e\u0101da veida skol\u0113nu profilus? N\u0101kamaj\u0101 noda\u013c\u0101 ir apl\u016bkoti \u0161ie jaut\u0101jumi.<\/p>\n
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Iepriek\u0161\u0113j\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
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N\u0101kam\u0101 sada\u013ca<\/p>\n
K\u0101 integr\u0113t da\u017e\u0101da veida skol\u0113nus?<\/h1>\n<\/div>\n
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4. da\u013ca.K\u0101 \u012bstenot izlau\u0161an\u0101s istabas norisiSatursIzlau\u0161an\u0101s sp\u0113les \u012bsteno\u0161an\u0101 galven\u0101 loma ir sp\u0113les vad\u012bt\u0101jam. Pat ja vi\u0146\u0161 nepiedal\u0101s rad\u012b\u0161an\u0101, vi\u0146am j\u0101zina katrs sp\u0113les zobrats. Visas sp\u0113les laik\u0101 vi\u0146am j\u0101b\u016bt uzman\u012bgam, dinamiskam un prec\u012bzam. Iev\u0113rojot visus \u0161os ieteikumus, vi\u0146\u0161 nodro\u0161in\u0101s sp\u0113les nevainojamu norisi.4.1 Vadl\u012bnijas un instrukt\u0101\u017ea Sp\u0113les vad\u012bt\u0101ja galvenais uzdevums ir novad\u012bt sp\u0113li l\u012bdz galam. Lai to […]<\/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\/2684"}],"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=2684"}],"version-history":[{"count":2,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2684\/revisions"}],"predecessor-version":[{"id":2686,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/pages\/2684\/revisions\/2686"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=2684"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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