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The research is about how students learn be2er contents and how they increase more 21st century Skills.
We assess these improvement both in short-‐term memory and long-‐term memory.
RESEARCH TOPIC
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CONTENTS WE WANT STUDENTS TO LEARN
1. Socrates 2. Sophists 3. Plato 4. Aristotle
HISTORY OF ETHICS: GREECE
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SKILLS WE WANT STUDENTS TO IMPROVE
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1. Ability to compare different theories and ideas.
2. Skill to connect and relate significantly with our society and reality.
3. Ability to criTcize jusTfiably the weakest author.
4. Skill to argue in favour of one point of view.
GROUPS
METHODOLOGY
METHODOLOGIES
ASSESSMENT
All students have the same @me and all of them fill the assessment text at the same @me
Students are divided in 4 groups.
It is done randomly
Each group will work with a different methodology.
They don´t choose.
The methodologies are: 1-‐ Coopera@ve learning
2. Gamifica@on 3. Tradi@onal style 4. Web 2.0 tools
METHODOLOGY
COOPERATIVE LEARNING
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A worksheet was prepared by the teacher so that, by doing it, students had to research and understand the contents expected to be learnt. Students had to do 3 exercises, with 3 different coopera@ve informal techniques (1-‐2-‐4, Pencils to the center and Revolving sheet. Through the exercises students had to compare philosophers, relate a text with theories, interpret and understand. The teacher didn´t explain anything to students, they learnt all by working together.
COOPERATIVE ACTIVITY
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COOPERATIVE ACTIVITY
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The teacher created a videogame with all the contents of the unit. Students played it individually as many @mes as they wanted. The game has a dura@on of 20-‐25 minutes. The teacher didn´t explain anything to students, they learnt all by playing.
GAMIFICATION ACTIVITY
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GAMIFICATION ACTIVITY
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WEB 2.0 TOOLS
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Students had to choose any Web 2.0 tool and create a presenta@on-‐abstract of the unit contents. They also had to make a mind-‐map with a Web 2.0 tool. A^er doing it, they explained what they had done to our students (they prepared their speech before the assessment text but didn´t make the explana@on un@l the long-‐term memory text was done). The teacher didn´t explain anything to students, they learnt all by researching and working with 2.0 tools.
WEB 2.0 ACTIVITY
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WEB 2.0 ACTIVITY
TRADITIONAL METHODOLOGY
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The teacher explained all the contents with a blackboard and a chalk, trying to do it in the be2er way, with examples, clarifica@ons…
TRADITIONAL EXPLANATION
The text evaluated both contents and skills
Contents were 18 points and skills were 18 points too
It was done 4 @mes: I-‐II To see what they knew before the lesson III-‐ To evaluate short-‐term memory IV-‐ To evaluate long-‐term memory
Short-‐term memory was done just a^er the ac@vi@es. Long term memory 48 hours a^er the ac@vi@es
THE ASSESSMENT A sheet of rubrics was designed to correct the text.
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ASSESSMENT TEXT
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RUBRICS
WHAT HAPPENS WITH THE RESULTS?
We have studied and compared all the data, calcula@ng medias, and finding the following results…
Building results…
Calcula@ng skills acquisi@on…
Calcula@ng learnt content…
Outcomes in short-‐term memory…
Outcomes in long-‐term memory…
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Mee@ng Notes #3 – Do not delete this text box -‐ used for hyperlinks
Mee@ng Notes #3 – Do not delete this text box -‐ used for hyperlinks
Mee@ng Notes #3 – Do not delete this text box -‐ used for hyperlinks
Mee@ng Notes #3 – Do not delete this text box -‐ used for hyperlinks
Mee@ng Notes #3 – Do not delete this text box -‐ used for hyperlinks
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Do the research with more students
Do the research in other disciplines and subjects
Do the research in other context
We need your help to see if results are similar in Spain and Turkey. If you help us we could do a great improvement to New Methodologies research!
Do you want to join us?
SO….
AND NOW… WHAT?
The tradi@onal methodology doesn´t look bad when we look upon the contents students acquire at the moment. But only 2 days later they remember hardly anything!!
Web 2.0, coopera@on and gamifica@on help students to have a significantly knowledge (skills) but tradi@onal methodology don´t.
Coopera@ve learning have some cri@cal problems. Some students learn a lot and some others nearly nothing.
Some conclusions
All the ac@ve methodologies have be2er results with long-‐term memory than with short-‐term. It´s like if they had processed the informa@on a^er a @me and they can use be2er the knowledge
The best way to learn contents and also skills is gamifica@on. At least in this study.
