CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES

CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES Moderators: Heilyn Camacho Erik de Graaff Rapporteurs: Nicolás Elías Luis Cano Nathalia Kochem Maisa Deghaidi Jordao

HOW WERE THE STUDENTS COACHED DURIGN THE MODULE? PROPOSE

TEACH

PROVIDE

OPEN PROJECT

NEW SKILLS

BASE BIBLIOGRAPHY

DEFINED LOCATION

PARAMETERS

WIDE PROBLEM

SOFT SKILLS - GROUP MANAGEMENT

- BOOKS, ARTIVLES, NEWS - TERMINOLOGY - PBL METHODOLOGY

- EMOTIONAL INTELLIGENCE - CREATE A WORKFLOW AUTONOMOUS PROYECT

- NEGOTIATION - PROMOTE FEEDBACK

GUIDANCE - IMMERSIVE EXPERIENCES - ASSESSMENT + DEFINED METHODOLOGY

CREATE DISCUSSION DEBATE - BRAINSTORM - FEEDBACK

COMMUNICATION - MULTIDISCIPLINES - STAKEHOLDERS’ APPROACH - SIMPLYFING TECHNISISMS

CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES

01

WHAT WAS THE BALANCE NETWEEN TRADITIONAL LECTURES AND GROUP DISCUSSION? DISC.

-

UNIVERSITY “A” UNIVERSITY “B” UNIVERSITY “C” UNIVERISTY “D”

LECT.

70% - 30% 65% - 35% 80% - 20%

INTERACTION + TECHNIC KNOWLEDGE

CAN NOT BE FIXED

90% - 10% DOMINANT

DYNAMIZING DISCUSSIONS

PBL IS FLEXIBLE TRIAL AND ERROR MODELED ENOUGH TO FIT IN THE CURRICULUM

- DISCUSSING CLASS HOURS’ INVESTIGATIONS - ROLE PLAYING IN SOCIAL MEDIA -CONFRONT OPPOSING IDEAS: DEBATES - PROMOTE STUDENT - STUDENT INTERACTION

CONFIDENCE

CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES

02

HOW DID YOU DEFINE THE PROBLEM? WHICH BARRIERS WERE EXPERIENCED WHEN DEFINING A “GOOD PROBLEM” SUITED FOR PBL? OLD PROGRAM

1.2.3.4.5.-

PBL / HYBRID PROGRAM

A.B.C.D.E.-

1.-

INITIAL PROBLEM

GROUPS’ POV

A1.A2.A3.C1.C2.C3.-

E1.E2.E3.-

PERSONAL APPROACH

MULTIDISCIPLINE

OBSERVATION

EXPERIENCING

CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES

EXPERIMENTING

SOLUTION

03

HOW DID YOU MOTIVATE STUDENTS TO TAKE THE LEAD IN THEIR OWN LEARNING PROCESS? PERSONAL APPROACH

IMMERSIVE EXPERIENCE EMPATHY APPROPIATIONG THE PROBLEM

PERSONAL BACKGORUND

VISITS TO THE VULNERABLE

MEETINGS

COMMUNICATING

MOTIVATION PERCEPTIVE + SENSIBLE

CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES

04

WHAT TYPE OF LEARNING MATERIAL DID YOU PROVIDE / WAS PROVIDED? DIGITAL RESOURCES

BASIC LECTURES

INFOGRAPHICS, MIND MAPS, VIUSAL MARKS

CREATE DEBATE AND DISCUSSION

MORE MEMORIAL RETENTION

EACH STUDENT ASSIGNED

OFFICIAL REAL DATA OFFICIAL STATES

PBL METHODOLOGY FOR EVADING CONFUSION PRESENTING EXAMPLES

PROFESSORS’ ROLE NOT AUTHORITY

GUIDANCE

WORK METHOD

- HORIZONTAL RELATIONSHIP

- MATERIAL, PROCESS, ASSESSMENT

- CONSTANT WORK CONTROL

- RESPECT

- MOTIVATION

-RUBRIC AND CURRICULAS

CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES

05

HOW WAS THE LEARNING PROCESS OF STUDENTS STRUCTURED? GUIDED AUTO - LEARNING

IN A COURSE THE BEST FITTING METHOD FOR STUDENTS, FLEXIBILITY

COACHING

DIAGNOSIS

PROPOSAL

REAL STAKEHOLDERS

REAL PROBLEM IMMERSIVE

FEEDBACK

THROUGH MANY COURSES RECOLLECT DATA FROM PREVIOUS COURSES: CONTINUITY OPEN MINDNESS FROM TEACHERS FOR CRITICS + FEEDBACK

T1

NEW CYCLE

NEW CYCLE

OLD DATA

OLD DATA

T2

CONCLUSIONS WORLD KASHBA: TEACHING STRATEGIES

T3

06