ttubio

12.4K posts

ttubio

ttubio

@ttubio

Profesor de secundaria. Soy optimista. La vida no es un problema a resolver sino una realidad a experimentar.

Katılım Eylül 2009
724 Takip Edilen539 Takipçiler
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Innovació Educativa, Departament Educació
Innovació Educativa, Departament Educació@InnovacioE·
🤔 De què hem parlat i què ens emportem d’aquest matí amb @tukitco? ☑️ Què és un talent i quins talents tenim? ☑️ Quines emocions afloren quan posem en marxa o continuem un programa d’innovació? ☑️ Compartim valors amb persones d’un mateix equip? #STEAMaprenent #STEAMcrítics
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Ajuntament de Manresa
Ajuntament de Manresa@ajmanresa·
👦 La Manresada aplega 750 alumnes per conèixer la ciutat i fomentar el bon ús de les noves tecnologies 📲 La 12a edició de gimcana tecnològica ha comptat amb la participació d’onze centres de secundària de la Catalunya Central ℹ️ tuit.cat/23p9p
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AvaluarPerAprendre
AvaluarPerAprendre@RosaSensatAxA·
Per recordar, cal oblidar. Per recordar alguna cosa a llarg termini, és essencial potenciar la seva força de recuperació, cosa que es pot aconseguir evocant activament la informació. @C_Hendrick
Carl Hendrick@C_Hendrick

How learning happens in seven general principles ⬇️ 1. Working Memory Capacity is Limited: Our working memory, responsible for holding and processing information in real-time, has a limited capacity. This limitation means that when learners are exposed to large amounts of new information simultaneously, they may struggle to process it effectively. Focusing attention is essential because distractions or overload can lead to cognitive strain, reducing the ability to learn. Teachers can support this by breaking information into manageable chunks, allowing students to engage deeply with smaller parts before moving on to the next concept. 2. We Learn Through Meaning and What We Already Know: Learning is enhanced when new information connects to existing knowledge. When learners relate new content to things they already understand, they create a stronger foundation for retention and comprehension. This process, known as schema-building, helps students make sense of complex ideas by fitting them into an established framework. Teachers can facilitate this by introducing new concepts through familiar examples or linking them to relevant prior knowledge, making learning more meaningful and long-lasting. 3. Novices Think Differently Than Experts: Novices often approach tasks with means-end analysis or trial-and-error methods or simple strategies because they lack the knowledge to recognize patterns or apply sophisticated approaches. In contrast, experts draw on rich mental models, using prior experiences and refined techniques to solve problems more efficiently. This difference means that novices need structured guidance to develop these mental models over time. Teachers can help by gradually introducing students to expert strategies, enabling them to progress from basic skills to more advanced understanding. 4. To Remember, We Need to Forget: Storage strength is the measure of how well information is embedded in long-term memory, indicating its durability over time. Retrieval strength is the ease with which information can be accessed from memory at a given moment, which fluctuates based on recent use and context. Unlike storage strength, retrieval strength is influenced by context and interference from other information. To remember something long-term, it’s essential to boost its retrieval strength, which can be achieved by actively retrieving the information. Unlike passive studying, retrieval requires you to recall the item on your own, strengthening memory more effectively, especially when the retrieval is challenging. This principle explains why strategies like interleaving (alternating topics) and spacing (spreading out sessions) are so effective. By allowing time for slight forgetting, these methods make retrieval harder, ultimately enhancing memory retention. This “adaptive forgetting” is crucial for retaining core concepts. 5. Learning ≠ Performance: A high test score or good performance in the classroom doesn’t necessarily mean that true learning has occurred. Learners might perform well temporarily by memorizing facts or rehearsing specific methods without understanding the underlying concepts. This principle highlights the difference between short-term performance and deep, long-term learning. Effective assessment should look beyond scores to evaluate true comprehension. The rate of assessment matters which is why regular checking for understanding is so important. Teachers can use open-ended questions, application tasks, and reflective discussions to gauge whether students genuinely understand the material. 6. Achievement Leads to Motivation: Success in learning (however small) can foster a positive cycle of confidence, self-efficacy, and motivation. When students achieve their goals, even in small steps, they are more likely to believe in their ability to succeed in future learning tasks. This sense of accomplishment encourages them to take on new challenges and persist through difficulties. Teachers can support this cycle by setting attainable goals, providing regular feedback, and celebrating incremental progress to reinforce students’ confidence and motivation. 7. Learners Are Bad at Knowing How to Learn: Many students are unaware of effective learning strategies, often relying on passive techniques like re-reading, highlighting, or cramming. These methods feel productive in the short term but are less effective for long-term retention. Evidence-based strategies like retrieval practice, spaced learning, and interleaving have been shown to improve memory and understanding, but students may need guidance to adopt these methods. Teachers can enhance learning outcomes by teaching students about these techniques and encouraging their use, helping students develop more efficient and powerful study habits. (Thanks to @MrAlexKoks for the design)

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Carlos Magro
Carlos Magro@c_magro·
Uno de los mejores libros de educación del 2024 fue 'educaFakes' de @Dani_Turienzo y @jesusrogero en @Capitan_Swing El 5 de febrero (19h) tendremos la suerte de escucharles en la Institución Libre de Enseñanza (Pº General Martínez Campos, 14). Estarán acompañados de Miriam Prieto
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Auschwitz Memorial
Auschwitz Memorial@AuschwitzMuseum·
"On Auschwitz" podcast: the film chronicle of liberation of Auschwitz The Auschwitz camp was liberated on January 27, 1945, by soldiers of the Red Army. Well-known are the scenes captured by Soviet cameramen, which, although not showing the exact moment of liberation, are important documents revealing the crimes committed by the Germans in Auschwitz. It is essential to remember that some of the film material was created for propaganda purposes. Edyta Chowaniec from the Film Archive of the Museum explains the circumstances of the creation of the so-called Auschwitz Liberation Chronicle. Listen to the podcast: podcasters.spotify.com/pod/show/ausch… --- We wish to thank Jonathan Jetter from the Right Angle Productions & Brooke Stocken for their help in production of the English version of the podcast.
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Auschwitz Memorial
Auschwitz Memorial@AuschwitzMuseum·
Eighty years ago today, over 7,000 prisoners of the German Nazi camp #Auschwitz, including some 700 children, were liberated by the soldiers of the Soviet Army. 1,689 days of murder, pain, suffering, and humiliation were over. Today, we all remember. We must keep remembering.
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Francesc Martín
Francesc Martín@csecnarf76·
Les formacions en centre són un element clau en els processos de transformació d’una escola però no són l’únic element a tenir en compte. Com a formador i com a director d’un centre que es forma, deixo aquí algunes idees bastant obvies que no sempre quallen en els claustres 👇🏼
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Educació
Educació@educaciocat·
502 alumnes de 23 centres participen a l'acte del Dia Intl. en Memòria de les Víctimes de l’Holocaust, organitzat per @catmemoria. L'alumnat ha investigat biografies de persones i col·lectius opositors del nazisme, en el marc d'un projecte pedagògic. govern.cat/salapremsa/not…
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Auschwitz Memorial
Auschwitz Memorial@AuschwitzMuseum·
Auschwitz was at the end of a long process. We must remember that it did not start from gas chambers. This hatred was gradually developed by humans. From ideas, words, stereotypes & prejudice through legal exclusion, dehumanization & escalating violence... to systematic and industrial murder. Auschwitz took time.
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Carlos Magro
Carlos Magro@c_magro·
"La #IA no va a personalizar la enseñanza o el aprendizaje por un atributo intrínseco, sino por decisiones pedagógicas, institucionales y de política" Muy buena esta entrevista de Alfredo Dillon a @FerrarelliM en @infobae 👇 infobae.com/educacion/2025…
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🌷🦋 Love Music 🎶 & Dance 💃🏻🕺🏻
🌷🦋 Love Music 🎶 & Dance 💃🏻🕺🏻@Tiana_Celine_23·
His music has its own unique quality! Simply beautiful! 𝐆𝐫𝐢𝐠𝐨𝐫𝐲 𝐒𝐨𝐤𝐨𝐥𝐨𝐯 - 𝐆𝐫𝐢𝐛𝐨𝐲𝐞𝐝𝐨𝐯: 𝐖𝐚𝐥𝐭𝐳 𝐍𝐨. 𝟐 𝐢𝐧 𝐄 𝐌𝐢𝐧𝐨𝐫
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Keşfet

@tukitco @C_Hendrick @jfeliua @programaeduCAC @Dani_Turienzo @jesusrogero @Capitan_Swing @catmemoria