Fa uns cursos que, gr\u00e0cies a un projecte que realitzem cada any a religi\u00f3, vaig descobrir el valor que t\u00e9 per al nostre alumnat tenir una petita mascota a l\u2019aula.<\/p>\n
I segur que estareu pensant\u2026 Una girafa \u00e9s una petita mascota? Clarament el t\u00edtol \u00e9s una crida d\u2019atenci\u00f3 i sobretot una afirmaci\u00f3 del gran Francisco Mora. Francisco Mora \u00e9s doctor en Medicina i Neuroci\u00e8ncia, catedr\u00e0tic de Fisiologia Humana i professor de la Universidad Complutense de Madrid i Iowa, als Estats Units, a m\u00e9s d\u2019un referent internacional en el camp de la Neuroeducaci\u00f3 i autor de nombroses publicacions cient\u00edfiques.<\/p>\n
En moltes de les seves xerrades ens explica que la neuroeducaci\u00f3 \u00e9s una nova visi\u00f3 de l\u2019ensenyament basada en la neuroci\u00e8ncia, l\u2019objectiu de la qual \u00e9s ajudar el professorat a con\u00e8ixer i entendre com aprenem per, d\u2019aquesta manera, poder ensenyar i aprendre millor. I no es tracta nom\u00e9s d\u2019ensenyar d\u2019una forma m\u00e9s eficient per potenciar el talent de l\u2019alumnat, sin\u00f3 tamb\u00e9 de ser capa\u00e7os de detectar necessitats en l\u2019alumne que li dificulten la lectura, la comprensi\u00f3, la memoritzaci\u00f3 o l\u2019aprenentatge. En les seves pr\u00f2pies paraules: \u201cIntentar ensenyar sense con\u00e8ixer com funciona el cervell aviat ser\u00e0 com dissenyar un guant sense mai abans haver vist una m\u00e0\u201d.<\/p>\n
Cal que els professors i mestres tractem de despertar permanentment la curiositat dels estudiants, fomentant les seves ganes d\u2019aprendre<\/p><\/blockquote>\n
En molts f\u00f2rums ell ens planteja aquesta pregunta: Qu\u00e8 passaria si, durant una classe, apareix una girafa? Seguirien els alumnes prestant atenci\u00f3? La resposta sembla, sens dubte, ben clara. La girafa trencaria els esquemes de la monotonia perqu\u00e8 constitueix quelcom diferent, cosa que sobresurt de l\u2019entorn. R\u00e0pidament, es despertar\u00e0 la curiositat dels alumnes. I amb aix\u00f2, l\u2019emoci\u00f3. I amb l\u2019emoci\u00f3 s\u2019obre la finestra de l\u2019atenci\u00f3, requisit imprescindible per a la creaci\u00f3 de coneixement. El temps d\u2019aprendre i memoritzar \u201cperqu\u00e8 s\u00ed\u201d, o \u201cperqu\u00e8 entra a l\u2019examen\u201d ha quedat enrere. Cal que els professors i mestres tractem de despertar permanentment la curiositat dels estudiants, fomentant les seves ganes d\u2019aprendre.<\/p>\n
I aqu\u00ed entra directament la meva proposta. Les meves preguntes s\u00f3n similars: qu\u00e8 passa quan portem, per exemple, una tortuga a l\u2019aula? O quan portem cucs de seda, quan muntem un terrari a l\u2019aula o, fins i tot, quan tenim insectes pal? Doncs, efectivament, les ganes d\u2019aprendre augmenten exponencialment en molts aspectes<\/strong>.<\/p>\n
D\u2019una banda, podem descobrir i veure en viu i en directe el cicle de la vida, d\u2019una manera molt m\u00e9s enriquidora que el que es pot trobar en un llibre de text. Ens fem m\u00e9s responsables, descobrim que tots els \u00e9ssers vius necessiten cures i nosaltres per petits que siguem els les podem oferir. Ens sensibilitzem amb l\u2019entorn. Treballem en equip i ens repartim les tasques. Perdem la por a petits insectes o animals. Aprofitem el nostre meravell\u00f3s entorn per buscar-los el menjar i alimentar-los.<\/p>\n
Con\u00e8ixer com funciona el cervell, sens dubte, ens ajudar\u00e0 a innovar i millorar l\u2019ensenyament<\/p><\/blockquote>\n
I per \u00faltim, relacionem la vida amb el que passa a l\u2019aula de manera que, igual que en el nostre dia a dia, en arribar a classe tenim alguna sorpresa, un nou naixement, un insecte que creix i muta, un que se\u2019ns ha escapat, excrements per netejar o aigua per canviar.<\/p>\n
Les cares de l\u2019alumnat, i fins i tot la dels docents, s\u00f3n un gran reflex d\u2019aquesta EMOCI\u00d3 que genera CURIOSITAT, MEM\u00d2RIA i, per descomptat, APRENENTATGES DURADORS.<\/p>\n
Acabo recordant que el cervell nom\u00e9s apr\u00e8n si hi ha emoci\u00f3, o, com a mi m\u2019agrada dir, \u201cemociona el teu alumnat i aprendr\u00e0\u201d. Con\u00e8ixer com funciona el cervell, sens dubte, ens ajudar\u00e0 a innovar i millorar l\u2019ensenyament. El que considero absolutament necessari en els temps que vivim.<\/p>\n
I, com s\u2019acostuma a dir, una imatge val m\u00e9s que mil paraules.<\/p>\n","protected":false},"excerpt":{"rendered":"
Fa uns cursos que, gr\u00e0cies a un projecte que realitzem cada any a religi\u00f3, vaig descobrir el valor que t\u00e9 per al nostre alumnat tenir una petita mascota a l\u2019aula. I segur que estareu pensant\u2026 Una girafa \u00e9s una petita mascota? Clarament el t\u00edtol \u00e9s una crida d\u2019atenci\u00f3 i sobretot una afirmaci\u00f3 del gran Francisco<\/p>\n","protected":false},"author":507,"featured_media":290,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[97,135],"tipo":[143],"class_list":{"0":"post-289","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-general","8":"tag-educacio","9":"tag-alumnes","10":"tipo-opinio"},"yoast_head":"\n
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