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Database: ES19

Created On Friday, 21 June 2013 08:53 By José Jesús Delgado


ID Code (e. g. HU1):
ES19
1 – MIND/MENTAL FITNESS/MENTAL WELLBEING/MEMORY/COGNITIVE TRAINING PROGRAM / SERVICE /
ACTIVITIY NAME (IN NATIONAL LANGUAGE):
Taller: "aprendizaje activo, cerebro en forma"
ENGLISH TRANSLATION: Taller: "aprendizaje activo, cerebro en forWorkshop: “Active learning, fit brain”
URL
www.um.es/aulasenior/.../taller%20aprendizaje%20AS2012.pdf
LANGUAGE Spanish
AUTHOR
Universidad de Murcia

2 - CONTACT DATA AND TYPE OF ORGANIZATION
ORGANIZATION (NAME):
Universidad de Murcia
ORGANIZATION (URL):
www.um.es
COUNTRY:
Spain
TYPE (SME, Company, Community Centre, Health Centre, Educational Centre, Foundation,
Municipality, governmental institution, etc):
Educational Centre
ADDRESS:
Campus De Espinardo 30008
TELEPHONE: 868 88 30 00
E-MAIL: https://dumbo.um.es/dumbo/servlet/dumbo7.Dumbo7
  Public  
  In this case, please indicate the territorial
scope of the organization:
Regional

3 - TARGET POPULATION
Age range:
From: N/A to N/A years Not defined
Older than: N/A years  
Gender: Unisex
SPECIFIC REQUIREMENTS:
N/A

4 - CHARACTERISTICS OF THE MIND FITNESS PROGRAM / SERVICE / ACTIVITY (NB: Should the program, service or activity be included into more than one category, please select the most representative category for that PSA. But, REMEMBER: THE PSA MUST BE SELECTED ONLY IN CASE THAT MENTAL FITNESS / MENTAL WELLBEING IS INCLUDED IN ITS GENERAL AIMS OR GOALS. IF NOT, YOU SHOULD NOT SELECT IT. The characteristics below are the means, not the goal)
Promoting a healthy lifestyle, Enhancing community participation, Providing opportunities for learning and studying, Providing cognitive/memory training
Other: N/A
COST FOR PARTICIPATION, FEES (in Euros):N/A N/A Not defined
(EXPECTED) DURATION OF THE Programme/Service/Activity: Not defined
Begin (Month/Year, e. g. 02/2012):N/A
End (Month/Year, e. g. 02/2012):N/A or Number of weeks:N/A
Number of units:14
Hours per unit:2 hours

5 - PROGRAM / SERVICE / ACTIVITY PURPOSES
- Cultural objective: It seeks to place senior trainees before a general view or framework about educational systems and learning theories or concepts that are relevant to the subjects addressed by the program.
- Intellectual objective: We pretend to develop the interest, curiosity and mental activity of the trainees by providing learning resources
Practical-use objective: it pursues the improvement of individual abilities, mental flexibility and positive attitudes and emotions about learning, so that each trainee, as an adult, can experience and value what this knowledge can offer them about personal richness for extending their knowledge and social richness by allowing them an effective collaboration in training and learning with people from their environment

6 - RESOURCES
a.- Which materials were used?
Not defined
b.- Who conducted the program / service activity? (What role, what qualifications, etc.)
Teacher responsible for the workshop: Dña. Mercedes Matás Castillo, Licenciada en Derecho y Psicología por la Universidad de Murcia. Psicóloga educativa colegiada Nº MU-01881

7 - METHODOLOGY USED (presentations, pair work, group work, peers, mentors, blended
learning, e-learning, etc.)
It pretends to make older trainees protagonists of their own learning, the workshop is highly practical so that they experience and value the possibilities of their own abilities and discover the new significance the can give to learning from understanding other perspectives.
The three areas or work blocks of the program (reading comprehension, mathematical competence, scientific knowledge) are develop through a scheduled number of sessions (variable in number and difficulty). The trainer/user will reduce or increase the contents in a constructivist and organized way, adapted to each user and to each particular learning situation (by programming a brief workshop, a school year or a program with continuity in time, different courses...).
The outline of the sessions can be variable, according to the length of the practical sessions, but they have a common arrangement by subjects dealt with; first, an exposition by the trainer supported by PowerPoint presentations (very schematic) devoted to contextualizing the subject and the theoretical basis of the suitability of the exercises to be developed next; secondly, a dialogue where students ask questions, express pre-concepts about the subject and pleasant or negative experiences in this respect, aimed at the trainers knowing the degree of attraction or rejection to the task, so they can organize the levels of work and the partners appropriate for each group; and thirdly, the stimulation exercises selected are carried out.

This session outline was modify when dealing the subject of reasoning, before contextualizing the functioning of the cerebral hemispheres and the difference between natural knowledge and artificial knowledge, where, first, the students carried out a task of each kind so that they were able to appreciate, in an experimental way, the differences; secondly, theoretical explanation was presented; and finally, they were provided with the keys and strategies for improving their performance so that they would observed the “magical difference” in the results (before and after the stimulation).
The objectives for this change of order were that:
1) Positives emotions experienced through the improvement strengthened the self-concept and expectations on the users’ abilities.
2) It was possible to generate a link of mutual support trainer/student/group, through positive interactions where all are winners.

The areas of stimulation were:

A. Reading comprehension
First phase (lexical level)
- Vocabulary knowledge
- Stimulation of the speed of reading
- Control of distracters
Second phase (approaching to texts)
- Approaching techniques to text comprehension
- Strategies for organizing and memorizing contents
- Stimulation of creativity
In every section, and in both phases, the theoretical justification is aimed at allowing all the time a conscientious learning of why and for what these kind of exercises and no others have been selected. The theoretical explanation must be brief, clear and enjoyable. Afterwards –with the exception already clarified-, they are encouraged to carry out the appropriate practical exercises.

B. Mathematical competence
It was important to make an incursion in the didactic styles that, historically, have been presented arithmetic materials, to know with which system the users learnt and which was going to be the style from then.

C. Scientific knowledge
It is very important give always the feeling of personal improvement. Traditionally, exams, tests and exercises generate a degree of anxiety for fear of error, which parts people from their possibilities of improvement. We try from the beginning to achieve that trainees had the impression of having improved and learnt something, and the curiosity to continue doing so.

8 - PROGRAM / SERVICE / ACTIVITY SUMMARY DESCRIPTION
essions are arranged in work or training blocks, namely:
- Presentation and initial assessment on trainees’ interest and needs
- Educational systems and pillars of learning. Exposition of problematic concepts used in current didactics: dyslexia, attention deficit, learning disorders, dissocial disorder, hyperactivity, attention to diversity, special educational needs...
- Reading (speed, expression, concentration and comprehension)
- Writing (motor exercise, thinking, feeling and art)
- Mathematical competence (difficulties and didactical presentations)
- Training on memorizing data and logical reasoning
- Significant and cooperative learning
- Reflections on success/failure in teaching/education and the emerging new educational paradigm

Schedule
13 FEBRUARY: PRESENTATION. Global education
20 FEBRUARY: READING COMPREHENSION. Vocabulary, speed and control. When will we talk about dyslexia? When will we talk about attention deficit and hyperactivity?
27 FEBRUARY. READING COMPREHENSION. Key concepts.
6 MARCH: READING COMPREHENSION. Information organization. Memory aids.
13 MARCH: READING COMPREHENSION. Memorizing data. Memory aids.
20 MATHEMATICAL COMPETENCE. Discussion and didactics. When will we talk about attention to diversity?
HOLIDAYS
10 APRIL MATHEMATICAL COMPETENCE. Reasoning stimulation I. Natural or artificial knowledge?
17 APRIL: MATHEMATICAL COMPETENCE. Reasoning stimulation II. When will we talk about learning disorders?
24 APRIL: SCIENTIFIC APPROACHES. Reasoning II. When will we talk about special educational needs?
1 MAY: LABOUR DAY.
8 MAY: Text and reasoning practice.
15 MAY: Text and reasoning practice.
29 MAY: SCIENTIFIC KNOWLEDGE. Object, method and conclusions.
29 MAY: Debate on education. The new paradigm.
5 JUNE: Delivery of certificates

9 - ADDITIONAL COMMENTS / CONCLUSIONS / RECOMMENDATIONS FOR OUR
MATERIAL/COURSE
N/A

10 - RELATED REFERENCES (BIBLIOGRAPHY AND/OR INTERNET LINKS)

Not provided

Location : UPLOAD FILES (.pdf)


Last Updated On Friday, 21 June 2013 09:12 By José Jesús Delgado