Massa tempor nec feugiat nisl pretium. Egestas fringilla Phasellus faucibus scelerisque eleifend donec. Porta nibh venenatis cras sed felis eget velit aliquet. Neque volutpat ac tincidunt vitae sempre quis lectus. Turpis in eu mi bibendum neque egetas congue quisque. Sed elementum tempus egestas sed\u2026<\/p>\n\n\n\n
La pr\u00f3xima vez que impartas una clase, cuenta cu\u00e1ntas preguntas hacen los alumnos.<\/p><\/blockquote>\n\n\n\n
Cuando los estudiantes son conducidos y acorralados en el estrecho laberinto de las pruebas estandarizadas, se les inculca un miedo tan profundo al fracaso que solo un necio se atrever\u00eda a desviarse del camino establecido. Al fin y al cabo, hablamos de j\u00f3venes, y dif\u00edcilmente podemos esperar que se rebelen (considerando esto, quiz\u00e1s reconsideres la postura de aquellos estudiantes que s\u00ed lo hacen). Las consecuencias de desviarse son terribles: la promesa de no tener trabajo; la verg\u00fcenza del fracaso; la ira de la escuela. No es de extra\u00f1ar, entonces, que los estudiantes teman arriesgarse y pensar por s\u00ed mismos, y que inevitablemente se planteen tantas preguntas innecesarias.<\/p>\n\n\n\n
Para colmo de males, cuando los gobiernos deciden, en su infinita sabidur\u00eda, que la soluci\u00f3n para garantizar el progreso en la educaci\u00f3n es estandarizar a\u00fan m\u00e1s las pruebas estandarizadas, obligan a las escuelas a restringir a\u00fan m\u00e1s los planes de estudio. Reducen las oportunidades para explorar la creatividad en las asignaturas. Reducen un curso a su mero contenido cuantitativo y, al hacerlo, disminuyen las oportunidades del estudiante para desarrollar estrategias de resoluci\u00f3n de problemas. En esencia, obligan a las escuelas a formar estudiantes que aprenden de forma artificial.<\/p>\n\n\n\n
Ense\u00f1ar a los estudiantes en contextos aut\u00e9nticos<\/strong><\/h2>\n\n\n\n
Si bien el uso de la hidropon\u00eda para cultivar frutas y verduras parece la soluci\u00f3n m\u00e1gica para resolver los problemas alimentarios del mundo, este m\u00e9todo, aunque aparentemente produce cosechas m\u00e1s grandes y r\u00e1pidas, tiene tres defectos importantes: primero, el producto final carece de nutrientes y sustancia reales y, en \u00faltima instancia, de sabor.<\/p>\n\n\n\n
En segundo lugar, la planta crece en un estado muy antinatural y t\u00f3xico, absorbiendo cantidades desmesuradas de productos qu\u00edmicos y pesticidas para controlarla constantemente, lo que sin duda afecta su disfrute general del crecimiento. En tercer lugar, una vez que la planta desaparece y el proceso termina, no deja ning\u00fan legado positivo; de hecho, agota el suelo circundante. Cuando los estudiantes reciben clases en condiciones antinaturales, con el \u00fanico prop\u00f3sito de obtener resultados cuantificables, tambi\u00e9n sufren de tres maneras similares:<\/p>\n\n\n\n
En primer lugar, cuando finalizan sus estudios con un mont\u00f3n de credenciales (si es que han conseguido superar el sistema), pueden carecer de un conocimiento profundo y de capacidad para resolver problemas. Esto se debe a que el aprendizaje ha sido demasiado superficial, centr\u00e1ndose \u00fanicamente en los aspectos del curso necesarios para las pruebas estandarizadas. Al igual que las ra\u00edces de una planta hidrop\u00f3nica, las sinapsis del cerebro no se ven estimuladas a expandirse y fortalecerse porque no hay oportunidad ni necesidad de hacerlo. Cuanto m\u00e1s r\u00edgido sea el aprendizaje, menos posibilidades tendr\u00e1 el estudiante de desviarse del camino, ensuciarse las manos y encontrar soluciones para salir del atolladero. La necesidad agudiza el ingenio, pero cuando a los estudiantes nunca se les dan esas oportunidades, pierden la capacidad de improvisar y, finalmente, de pensar por s\u00ed mismos en la mayor\u00eda de las situaciones.<\/p>\n\n\n\n
En segundo lugar, si los alumnos permanecen encerrados d\u00eda tras d\u00eda en las aulas, sentados durante largos periodos de tiempo en filas de pupitres y trasladados de clase al comedor y viceversa seg\u00fan el estricto horario de las campanas, el proceso de alejamiento de los j\u00f3venes de su entorno natural ya est\u00e1 en marcha. Si los alumnos se ven bombardeados con informaci\u00f3n in\u00fatil e irrelevante disfrazada de aprendizaje, es evidente que no disfrutar\u00e1n de la escuela. <\/p>\n\n\n\n
Ense\u00f1ar curiosidad<\/strong><\/h2>\n\n\n\n
Incluso los profesores bienintencionados pueden verse perjudicados por el sistema, temiendo no abarcar el temario requerido. De hecho, es pr\u00e1cticamente imposible impartir la cantidad de material estipulado en la mayor\u00eda de las asignaturas con la profundidad necesaria a un grupo promedio de alumnos. Para frenar la tendencia natural de los estudiantes a desmotivarse en este contexto de aprendizaje, las escuelas los bombardean superficialmente con innumerables sermones, advirti\u00e9ndoles sobre la desmotivaci\u00f3n y castigando a quienes la practican. No es de extra\u00f1ar que los estudiantes sientan que su aprendizaje y desarrollo se han estancado, se han vuelto mon\u00f3tonos y oprimidos. Tampoco sorprende que rara vez, o nunca, relacionen el aprendizaje con la felicidad.<\/p>\n\n\n\n
En tercer lugar, debido a la superficialidad del aprendizaje requerido para las pruebas estandarizadas y la falta de una base s\u00f3lida en la creaci\u00f3n de conocimiento, la transferencia de este aprendizaje a nuevos contextos es limitada. El proceso ofrece pocas recompensas tras el periodo de ex\u00e1menes y contribuye poco al desarrollo del estudiante, ni a su entorno. El estudiante criado en el entorno hostil de las pruebas estandarizadas tiene dificultades para pensar de forma creativa, resolver nuevos problemas y, en \u00faltima instancia, prosperar y contribuir a un mundo del siglo XXI en constante cambio. <\/p>\n\n\n\n
El adulto joven ciertamente no va a florecer e inspirar a la pr\u00f3xima generaci\u00f3n, sino que depender\u00e1 del mundo que lo rodea y lo agotar\u00e1 para mantenerse con vida.<\/p>","protected":false},"excerpt":{"rendered":"
Massa tempor nec feugiat nisl pretium. Egestas fringilla phasellus faucibus scelerisque eleifend donec. Porta nibh venenatis cras sed felis eget velit aliquet. Neque volutpat ac tincidunt vitae semper quis lectus. Turpis in eu mi bibendum neque egestas congue quisque. Sed elementum tempus egestas sed… The next time you are teaching a lesson, count how many questions students are asked. When students are herded and corralled into the narrow chute of standardized testing, they are so heavily indoctrinated with fear of failure that only a fool would dare venture off the beaten path. We are, after all, talking about young people, and can hardly expect them to rebel against it (considering this may make you rethink those students who actually do). The consequences of straying are so fierce: the promise of no job; the shame of failure; the ire of the school. It is no wonder then that students are afraid to take risks and think for themselves, and why inevitably so many unnecessary questions are asked. To add insult to injury, when governments decide in their wisdom that the solution to ensuring progress in education is to standardize testing even more, they force schools to constrict curricula further. They reduce the opportunities to explore creativity in subjects. They trim a course down to its quantitative shell, and by doing so reduce a student\u2019s opportunities to develop problem-solving strategies. Essentially, they force schools to produce hydroponic students. Teaching Students In Authentic Contexts Whilst using hydroponics to grow fruit and vegetables seems like the golden ticket to solving the world\u2019s food problems, the method, while yielding ostensibly larger and faster produce, is significantly flawed in three ways: first, the final product lacks real nutrient and substance, and ultimately taste. Secondly, the plant itself grows in a very unnatural and toxic state, absorbing inordinate quantities of chemicals and pesticides to control it at every turn, which must affect its overall enjoyment in growing, and thirdly, once the plant is gone and the process is over, it leaves no positive legacy \u2013 in fact, it depletes the ground around it. When students are taught in unnatural conditions, with the sole purpose of producing quantifiable results, they too suffer in three similar ways: First, when they finish their education with a whole lot of credentials, (if they have managed to get through the system), they may lack any real depth of knowledge and any ability to problem solve. This is because the learning has been too shallow, only concentrating on aspects of a course that need to be learned for standardized testing. Like the roots of the hydroponic plant, the brain\u2019s synapses aren\u2019t encouraged to expand and strengthen because there isn\u2019t any opportunity or need to do so. The more prescriptive the learning, the less chance the student has to wander off the path, and get dirty, and find solutions to get out of the mud. Necessity is the mother of invention, but when students aren\u2019t ever given such chances, they lose the capacity to think on their feet, and eventually, to think for themselves in most situations. Secondly, if students are encased day after day in the confines of the school building, seated for extraordinary long periods of time in rows of desks, and ushered from class to lunch to class under the strict timings of bells, the process of distancing the young from their natural condition is well underway. If students are doused with pointless and irrelevant information disguised as learning, it is obvious that they won\u2019t enjoy school. Teaching Curiosity Even well-meaning teachers can fall foul to the system, themselves operating in fear of not covering the required territory. In fact, it\u2019s an impossible feat to teach the amount of stipulated material of most subjects to any level of depth to the average class. To curb the natural inclination of students to disengage in such a learning context, schools superficially inoculate their students with countless tirades, warning against disengagement and punishing culprits in attempts to quell it. It is no wonder that students can feel that their paths in learning and growth have become stifled and one-directional and oppressed. It is no wonder they rarely if ever connect learning with happiness. Thirdly, because of the shallowness of the learning required for standardized tests, and the lack of base in the knowledge creation, the transference of the learning into new contexts is limited. The process yields little reward after the examination period, and does little to sustain the learner, or indeed the community around him or her. The student raised in the hothouse of standardized testing struggles to think outside the box, to solve new problems and ultimately flourish and contribute to a rapidly changing 21st\u00a0century world. The emerging adult is certainly not going to bud and inspire the next generation, but instead\u00a0depend upon and drain the world around it to keep it alive.<\/p>","protected":false},"author":1,"featured_media":260,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[23],"tags":[32,35],"class_list":["post-280","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-business","tag-machine-learning","tag-web-development"],"acf":[],"_links":{"self":[{"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/posts\/280","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/comments?post=280"}],"version-history":[{"count":0,"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/posts\/280\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/media\/260"}],"wp:attachment":[{"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/media?parent=280"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/categories?post=280"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lms-demo.maestritech.com\/es\/wp-json\/wp\/v2\/tags?post=280"}],"curies":[{"name":"gracias","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}