1. Orðræður um nám Hafþór Guðjónsson 11/24/2018 Námsk skólastj 11/24/2018
Hafþór Guðjónsson: Námsk f skólastjóra.

2. Gæði
Tími
11/24/2018
Námsk skólastj

3. Kennsla
Nám
11/24/2018
Námsk skólastj

4. Breytingar á skólastarfi
Viðhorf til náms
Breytingar á skólastarfi
11/24/2018
Námsk skólastj

5. Hvað er nám?
Hvað er nemandi?
11/24/2018
Námsk skólastj

6. T1 T2 T4 T3 11/24/2018 Námsk skólastj 11/24/2018
Kennsla er ekki eitt heldur margt. T4 T3
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

7. NÁM T1 T2 T4 T3 11/24/2018 Námsk skólastj 11/24/2018
Merking orða ræðst af orðræðunni. T4 T3
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

8. NÁM Upptaka þekkingar Persónul. hugsmíð Þátttaka Félagsleg hugsmíð T1
11/24/2018
NÁM T1 T2
Upptaka þekkingar
Persónul. hugsmíð
Þátttaka
Félagsleg hugsmíð
Merking orða ræðst af textanum eða talleiknum eða orðræðunni. T4 T3
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

9. öðlast þekkingu skapar þekkingu þátttaka færni enculturation samskipti
11/24/2018
SÝN Á NÁM
öðlast þekkingu
skapar þekkingu
Sálfræðileg sýn
þátttaka
Félags- og menningarleg sýn
færni
enculturation
samskipti
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

10. Nemandinn sem þekkingarþegi
MIÐLARINN
11/24/2018
Námsk skólastj

11. Viðbrögð Skynjun Áreiti Lang- tíma- minni Vinnslu- minni 11/24/2018
Námsk skólastj

12. Jerome Bruner (1996):
In this teaching scenario, abilities are no longer conceived as knowing how to do something skillfully, but rather as the ability to acquire new knowledge by the aid of certain “mental abilities”: verbal, spatial, numerical, interpersonal, or whatever. This is probably the most widely adhered to line of folk pedagogy in practice today… It principal appeal is that it purports to offer a clear specification of just what it is that is to be learned and, equally questionable, that its suggests standards for assessing achievement. More than any other theory of folk pedagogy, it has spawned objective testing in all its myriad guises.
(The Culture of Education, bls. 55)
11/24/2018
Námsk skólastj

13. Bruner:
In effect, this view presumes that the learner´s mind is a tabula rasa, a blank slate…. the child´s mind is passive, a receptacle waiting to be filled. Active interpretation or construal does not enter the picture. The didactic bias views the child from outside, from a third-person perspective, rather than trying to “enter her thoughts”. It is blankly one-way: teaching is not a mutual dialogue, but a telling by one to the other. In such a regimen, if the child fails to perform adequately, her shortcomings can be explained by her lack of “mental abilities”, her low IQ and the educational establishment goes scot-free.
11/24/2018
Námsk skólastj

14. (The Culture of Education, 56)
Seeing children as thinkers: The development of intersubjective interchange
The teacher, on this view, is concerned with understanding what the child thinks and how she arrives at what she believes. Children, like adults, are seen as constructing a model of the world to aid them in construing their experience. Pedagogy is to help the child understand better, more powerfully, less one-sidedly. Understanding is fostered through discussion and collaboration....
(The Culture of Education, 56)
11/24/2018
Námsk skólastj

15. Nemandinn sem nemi/þegi (læra = aquire) (kennsla = miðlun)
Nemandinn sem “thinker” (læra = inquire) (kennsla = samtal)
11/24/2018
Námsk skólastj

16. “The black box” of collaborative schools:
Fullan (1999). Change forces. The sequel.
11/24/2018
Námsk skólastj

17. Children as knowledgeable: The management of “objective” knowledge
11/24/2018
Children as knowledgeable: The management of “objective” knowledge
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

18. ? ? Children as knowledgeable: The management of “objective” knowledge
11/24/2018 ?
Children as knowledgeable: The management of “objective” knowledge ?
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

19. Howard Gardner (1991):
We are faced with a puzzle. The very young children who so readily master symbol systems like language and art forms like music, the same children who develop complex theories of the universe or intricate theories of the mind, often experience the greatest difficulties upon their entry in school.
(The Unschooled Mind: 2)
11/24/2018
Námsk skólastj

20. Tengist “gáta Gardners” þessari mynd?
MIÐLARINN
11/24/2018
Námsk skólastj

21. Dewey (1916):
Áður en barnið byrjar í skóla lærir það með höndum, augum og eyrum vegna þess að þetta eru líffæri athafna þar sem merkingin á sér rætur.
(Democracy and Education:142)
11/24/2018
Námsk skólastj

22. Dewey (1916):
Drengur að fljúga flugdreka verður að hafa auga með flugdrekanum og hann verður að huga að breytilegum þrýstingi snærisins á hendina. Skilningarvit hans eru stræti þekkingar ekki vegna þess að þau beri ytri staðreyndir til heilans heldur vegna þess að þau eru notuð til að gera eitthvað í ákveðnum tilgangi.
(D&E, bls. 142)
11/24/2018
Námsk skólastj

23. Tvíhyggja
Heildarhyggja
11/24/2018
Námsk skólastj

24. Nám (þroski) sem germynd, miðmynd og þolmynd
mótaður
móta
mótast
Dewey Piaget Vygotsky
11/24/2018
Námsk skólastj

25. Við lifum í tungumálinu
Menningin mótar okkur
Við lifum í tungumálinu
Orð eru verkfæri
11/24/2018
Námsk skólastj

26. Ég Tilvera okkar er undarlegt ferðalag …. Ísland Efnafræði Noregur
Kanada MS
Pragmatisti
= talleikur (language game)
= ferðalag milli talleikja
11/24/2018
Námsk skólastj

27. Anna Heimsókn mín til Önnu sem er að læra að kenna
11/24/2018
Heimsókn mín til Önnu sem er að læra að kenna
Anna
Mars 2000 – framhaldsskóli - Ísland
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

28. Samtöl við leiðsögumenn mína
11/24/2018
Endurlýsing:
Samtöl við leiðsögumenn mína
Anna sem einstaklingur í ákveðnu umhverfi
Anna sem einstaklingur
James Wertsch
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

29. Ný sýn: Lífssaga Viðhorf Venjur Orðabók Menntun
Taflan Myndvarpinn
Fagið /náms- bókin
Nemendur
Arkitektúr /skipulag
Framhaldsskóli / raungreinar
Ísland
11/24/2018
Námsk skólastj

30. Efnafræði Anna Íslensk tunga Heimsókn til Önnu: Mars 2000 11/24/2018
This is a picture from my visit to Anna.
Following the tradition she is in the front of the class, by the blakboard. The lesson is just about to begin.
I am sitting in a backrow in the class. I am observing Anna. I am following her teaching. Being a faculty advisor it is my duty to report if Anna is doing a satisfactory job. Accordingly I take notes. Beside me is Jane. Jane is Anna´s school adviser. She is also oberserving Anna´s teaching. Afterwards, all three of us will sit down and talk. The subject of our talk will, of course, be Anna´s teaching. We are supposed to give her feedback.
Note the question mark on my head. The question mark is meant to convey the message that I am thinking unusually hard. The reason that I am thinking unusually hard is the fact that I am not merely a teacher educator and supervisor. I have become a doctoral student - a researcher. I am inquiring into my own practice. I am wondering what is happening in this room. I am wondering what Anna is doing, what she is learning and what I am doing and what I am learning. I am a teacher-reseacher. This explains the question mark.
Anna is going to teach chemistry in this class. The lesson has just started and Anna is saying: “We shall just calculate a problem”. This of course is my English translation. In Icelandic she said: “Við skulum bara reikna dæmi”. Translated to Norwegian it would sound something like: “Na skal vi ta et exempel”. Using the word “problem” Anna is referring to a problem in the chemistry textbook that is being used in this class.
What you do not see from this picture is that Anna is facing a trouble. The trouble is that she is not carrying with her the lesson plan she had made at home the night before. When I came to the school that morning I realized that there was some trouble going on. Instead of just sitting with me and having a coffee before the teaching would start, Anna was working at a computer in a nearby room. Just before we went into the class, Anna explained to me, somewhat unhappy, that she had been trying to get her lesson plan out of the computer. She had sent herself an and attached to it a document containing her lesson plan for the the lesson that she was going to teach and that I was going to oversee. Unfortuneately, she could not get the thing through and was therefore without a lesson plan when walking into this class this morning. Plausibly, this may not be a pleasant situation for a student teacher, especially when she knows that both her teacher from the university and her school advisor will be watching her teaching. Somehow Anna would have to deal with this problem and I do suspect that she was thinking very hard how she should handle the situation while reading aloud the names of the students in the very first minutes of the class. Done with that, she said with a smile the sentence you see in the picture: “We shall just calculate a problem”. A moment later she added: “Let us take a look at problem 7.1”.
I think all of you know perfectly well what is going on. Anna is going explain a textbook problem. She will go through a particular textbook problem and explain every step to the students in the hope that they will be able to deal with similar problems in the textbook. Doing things this way, she will be following the custom, teach chemistry in a way that she has seen done over and over again during her own years in aa secondary school. This gives her confidence. This helps her out of her trouble, makes it possible for her to smile and teach her lesson confidently even though she is without her lesson plans.
Later that day and back home, Anna wrote in her diary:
NEW TRANS
Íslensk tunga
Mars 2000
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

31. Kennaranemi í eigin orðabók Aðrar orðabækur (talleikir)
Að læra að kenna
Kennaranemi í eigin orðabók
Aðrar orðabækur (talleikir) HÍ
Skóli
Móðurmálið
11/24/2018
Námsk skólastj

32. TUNGUMÁL
11/24/2018
Námsk skólastj

33. Skóli
11/24/2018
Námsk skólastj

34. NÁM Upptaka þekkingar Persónul. hugsmíð Þátttaka Félagsleg hugsmíð T1
11/24/2018
NÁM T1 T2
Upptaka þekkingar
Persónul. hugsmíð
Þátttaka
Félagsleg hugsmíð
Merking orða ræðst af textanum eða talleiknum eða orðræðunni. T4 T3
11/24/2018
Námsk skólastj
Hafþór Guðjónsson: Námsk f skólastjóra.

35. NÁM
Tími
11/24/2018
Námsk skólastj