El modelo Flipped Learning y el desarrollo del talento en la escuela

  1. Tourón Figueroa, Javier 1
  2. Santiago Campión, Raúl 2
  1. 1 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

  2. 2 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2015

Título del ejemplar: Alta capacidad y desarrollo del talento: aspectos críticos=Critical Issues On Gifted Education And Talent Development

Número: 368

Páginas: 174-195

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2015-368-288 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Los sistemas educativos y, por tanto, la escuela, se han basado fundamentalmente en el criterio de la edad para agrupar a sus alumnos, lo que tiene un efecto indeseado en la atención a las diferencias singulares de los estudiantes que son relevantes para atender a su desarrollo personal. Este hecho es particularmente grave cuanto más se apartan los alumnos de las características ¿típicas¿ de su grupo de edad, ya sea por defecto o por exceso. Tal es el caso de los alumnos más capaces, cuyas peculiaridades, particularmente las cognitivas, se presentan a la luz de una atención diferencial. Entre ellas se destacan la precocidad y la velocidad de aprendizaje. El análisis del desarrollo de los alumnos más capaces se lleva a cabo desde una concepción evolutiva, se presentan sus características más relevantes y se estudian las posibilidades de un modelo de enseñanza y aprendizaje que recupera para el alumno un papel central convirtiéndolo en protagonista de su propio aprendizaje, de manera que se abre la posibilidad a un desarrollo de los aprendices que respeta su ritmo y profundidad de aprendizaje y les permite, al menos teóricamente, desplazarse por el currículo a la velocidad que su capacidad y nivel de dominio les permite. El modelo de aprendizaje inverso o flipped classroom se analiza con detalle y se valoran los datos de la eficacia del mismo aportados por la investigación más reciente, al tiempo que se relaciona con otros modelos vinculados, como el aprendizaje mixto y el diseño universal de aprendizaje. Todos ellos con una concepción y orientación clara hacia la personalización del aprendizaje. Se analizan, finalmente, las posibilidades de este modelo para el desarrollo del talento, no solo de los más capaces sino de todos los alumnos.

Referencias bibliográficas

  • Anderson, L.W., Krathwohl, D.R., (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, , (Eds.) Allyn & Bacon. Boston, MA
  • Beesley, A., Apthorp, H., (2010) Classroom Instruction that Works, 2nd Ed.: Research report, , (Eds.) Denver, CO: McRel
  • Benbow, C.P., Lubinski, D., Intellectually Talented Children: How Can We Best Meet their Needs? (1997) Handbook of Gifted Education, pp. 155-169. , N. Colangelo y G. A. Davis (Eds.), Boston: Allyn and Bacon
  • Benbow, C.P., Academic Achievement in Mathematics and Science of Students between Ages 13 and 23: Are there Differences among Students in the Top one Percent of Mathematical Ability? (1992) Journal of Educational Psychology, 84 (1), pp. 51-61
  • Benbow, C.P., Lubinski, D., Study of Mathematically Precocious Youth After 35 Years. Uncovering Antecedents for the Development of Math-Science Expertise (2006) Perspectives in Psychological Science, 1 (4), pp. 316-345
  • Bergmann, J., Sams, A., (2012) Flip your Classroom: Reach Every Student in Every Class Every day, , Washington, DC: ISTE and Alexandria, VA: ASCD
  • (2012) Engaging the Active Learner., , http://edtechtimes.com/2013/04/23/engaging-the-active-learner-infographic/, Blackboard Blackboard Users Conference. Las Vegas
  • Bloom, B.S., The Role of Gifts and Markers in the Development of Talent (1982) Exceptional Children, 48, pp. 510-521
  • Bloom, B.S., Krathwohl, D.R., (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals., , Handbook I: Cognitive Domain. NY: Longmans, Green
  • Brody, L.E., Stanley, J.C., Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4Model to Develop Their Talents (2005) Conceptions of giftedness, pp. 20-37. , R. J. Sternberg y J. E. Davidson (Eds.), (2nd edition) New York: Cambridge University Press
  • (2013) 2013 Yearbook: Technology Innovation in Education., , http://www.centerdigitaled.com/paper/2013-Yearbook-3A-Technology-Innovation-in-Education.html
  • Chapman, A., (2013) Experience-Based Learning. Guide to Facilitating Effective Experiential Learning Activities, , http://www.businessballs.com/experiential_learning.htm
  • Clark, B., (2002) Growing up Gifted, , (5th ed.). Columbus, OH: Charles E. Merrill
  • Cooper, B., (2014) Gifted Characteristics, , http://tip.duke.edu/node/99#General%20Intellectual%20Ability
  • Driscoll, T., (2012) Flipped Learning & Democratic Education, , https://docs.google.com/file/d/0B0VIwE5hKSWta0RqbmdZSGh0WTQ/edit, Graduate Thesis Teachers College, Columbia
  • Eisner, E., The Uses and Performance Assessment (1999) Phi Delta Kappan, 80 (9), pp. 658-660
  • Finkel, E., (2012) Flipping the Script in K-12., , www.districtadministration.com/article/flipping-scriptk12, District Administration
  • Gaviria, J.L., (2003) La situación española: El rendimiento de los estudiantes. Seminarios de Primavera. [The Spanish situation: Students' achievement. Spring Seminars], pp. 18-83. , Madrid: Fundación Santillana
  • Gerstein, J., (2014) Mobile and Technology Driven Team-Building Activities, , http://community-building.weebly.com
  • Goodwin, B., Miller, K., (2014) Research Says Evidence on Flipped Classrooms Is Still Coming In., , http://www.ascd.org/publications/educationalleadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx
  • Greenberg, B., Medlock, L., Stephens, D., (2011) Blend my Learning: Lessons from a Blended Learning Pilot., , http://blendmylearning.files.wordpress.com/2011/12/lessons-learnedfrom-a-blended-learning-pilot4.pdf, Oakland, CA: Envison Schools, Google & Stanford University D. School
  • Gross, M.U.M., (1993) Exceptionally gifted children, , London: Routledge
  • Hamdan, N., McKnight, P., McKnight, K., Arfstrom, K.M., A White Paper Based on the Literature Review of Flipped Learning (2013) Flipped Learning Network., , http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/WhitePaper_FlippedLearning.pdf, Recuperado
  • Hamre, B.K., Pianta, R.C., Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? (2005) Child Development, 76 (5), pp. 949-967
  • Hattie, J., (2008) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, , New York: Routledge
  • Hewlett Foundation, (2014) Deeper Learning, , http://www.hewlett.org/programs/education/deeper-learning/whatdeeper-learning
  • Instituto Nacional de Evaluación Educativa, (2013) ¿Quiénes son los académicos talentosos? [Who are the talented academics?], , http://www.mecd.gob.es/dctm/inee/pisain-focus/pisa-in-focus-n31-esp.pdf?documentId=0901e72b8173d7f6, PISA in focus nº 31
  • Khan Academy, (2014) About us., , https://es.khanacademy.org/
  • Loyer, G., (2014) First Steps Training & Development, , http://www.firststepstraining.com/about_fstd/fstd.htm
  • Mazur, E., (1996) Peer Instruction: A User's Manual, , New York: Prentice Hall
  • McCarthy, B., (1996) About Learning, , Barrington, Ill.: Excel, Inc
  • Medina, J., (2008) Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School, , Seattle, WA: Pear Press
  • (2014) Educational Videos, Lessons and Games for k12 School Kids, , http://www.neok12.com/, Neok12
  • Patrick, S., (2013) 10 Trends driving the future of education, , http://susanpatrick.inacol.org/2013/11/10-trends-driving-thefuture-of-education/
  • Pink, D.H., (2005) A Whole New Mind: Moving from the Information Age to the Conceptual Age., , New York, NY: Riverhead Books/Penguin Group
  • (2013) Speak Up 2013 National Research Project Findings. A Second Year Review of Flipped Learning, , http://www.tomorrow.org/speakup/pdfs/SU13SurveyResultsFlippedLearning.pdf, Project Tomorrow
  • Renzulli, J.S., Smith, L.H., White, A.J., Callahan, C.M., Hartman, R.K., Westberg, K.L., (2002) Scales for Rating the Behavioral Characteristics of Superior Students, , (Rev. ed.). Mansfield Center, CT: Creative Learning Press
  • Rogers, M.T., (1986) A Comparative Study of Developmental Traits of Gifted and Average Children, , Unpublished doctoral dissertation, University of Denver, Denver, CO
  • Santiago, R., (2014) Conectando las dimensiones cognitivas y la taxonomía revisada de Bloom [Connecting the cognitive dimensions and Bloom's revised taxonomy]., , http://www.theflippedclassroom.es/conectando-las-dimensiones-cognitivasy-la-taxonomia-revisada-de-bloom/
  • Santiago, R., (2014) ¿PBL? ¿CBL? ¿DBL?…todo tiene que ver con el aprendizaje [PBL?, CBL?, DBL?.everything has to do with learning]., , http://www.theflippedclassroom.es/pbl-cbl-dbl-todotiene-que-ver-con-el-aprendizaje/
  • Santiago, R., (2014) 8 excelentes herramientas web para crear videoquizzes para Flipped Classroom [8 excellent web tools to create video-quizzes for Flipped Classroom]., , http://www.theflippedclassroom.es/8-excelentes-herramientas-webpara-crear-video-quizzes-para-fc/
  • Santiago, R., (2014) ¿Conoces los 30 sitios web de vídeos educativos más populares? [Do you know the 30 most popular educational video websites?]., , http://www.theflippedclassroom.es/conoces-los-30-sitios-web-devideos-educativos-mas-populares/
  • Saxena, S., (2014) Top 10 Characteristics of a 21st Century Classroom, , http://edtechreview.in/news/862-top-10-characteristicsof-a-21st-century-classroom
  • Schwerdt, G., Wupperman, A.C., Is Traditional Teaching Really all That Bad? A within-student between-subject approach (2010) Economics of Education Review, 30 (2), pp. 365-379
  • Silverman, L.K., (1997) Characteristics of giftedness scale: A review of the literature., , www.gifteddevelopment.com
  • (2013) Easy Science Experiments and Science fair Project ideas that Make Learning Fun., , http://www.stevespanglerscience.com/lab/experiments, Steve Spangler Science
  • (2014) Icebreaker activities, , http://www.teampedia.net/wiki/index.php?title=Main_Page, Teampedia
  • Terman, L.M., Oden, M.H., The Stanford Studies of the Gifted (1951) The gifted child, pp. 20-46. , P. Witty (Ed.). Boston: D. C. Heath
  • Terman, L.M., Oden, M.H., (1959) Genetic Studies of Genius: Vol. 5. The Gifted Group at Mid-life, , Stanford, CA: Stanford University Press
  • (2014) Artsedge, , http://artsedge.kennedycenter.org/educators/lessons.aspx?facet:GradeBandName=9-12yq#results
  • Tourón, J., (1989) Métodos de estudio en la Universidad [Study methods at the University]., , Pamplona: EUNSA
  • Tourón, J., (2001) Igualdad, eficacia y excelencia: Retos del sistema educativo ante la sociedad del conocimiento., , Congreso de Economía de Navarra: Navarra ante la Sociedad del Conocimiento, [Equality , efficiency and excellence: challenges of the education system faced with knowledge society. Economy Congress in Navarra: Navarra faced with the Knowledge Society]. Pamplona, Octubre, 9-11
  • Tourón, J., The CTY Model: 25 Years of Fostering Talent. Guest Editorial (2005) High Ability Studies, 16 (1), pp. 1-3
  • Tourón, J., Talent development and excellence promotion: Demands of a better education system (2010) Bordón, 62 (3), pp. 133-149
  • Tourón, J., The ability grouping in the case of the most capable students (2012) Elogio a la Pedagogía Científica. Un Liber Amicorum para Arturo de la Orden Hoz, pp. 187-230. , María Castro Morera (Coord. y Ed). Madrid, ISBN 978-84-615-9294-8
  • Tourón, J., Evaluation as a process of improving education systems (2013) IDEA, Consejo Escolar de Navarra, 40, pp. 42-55
  • Tourón, J., (2014) Si el aprendizaje se moviliza, la educación también. [If learning is mobilized, so does education]., , http://www.javiertouron.es/2014/02/si-el-aprendizaje-se-movilizala.html
  • Tourón, J., (2014) El aprendizaje será móvil, ¿no lo es ya? [Learning is mobile, isn´t it right now?]., , http://www.javiertouron.es/2014/02/el-aprendizaje-sera-movil-no-lo-es-ya.html
  • Tourón, J., Santiago, R., Diversity and talent development in the classroom. The DT-PI model and technology in curricular flexibility and self-paced learning implementation (2013) Revista Española de Pedagogía, 71 (256), pp. 441-459
  • Tourón, J., Santiago, R., (2014) Talent Development in a Digital Era. Symposium., , 14th Conference of the European Conuncil for High Ability. Ljubljana (Slovenia). Septiembre
  • Tourón, J., Santiago, R., Díez, A., (2014) The flipped classroom. Cómo convertir la escuela en un espacio de aprendizaje [The flipped classroom. How to make the school a learning environment]., , Barcelona: Digital-text
  • Treffinger, D.J., Feldhusen, J.F., Talent Recognition and Development: Successor to Gifted Education (1996) Journal for the Education of the Gifted, 19 (2), pp. 181-193
  • University of Cambridge, (2013) The Naked Scientists, , http://www.thenakedscientists.com/HTML/content/kitchenscience/
  • Utah State University, (2014) The National Library of Virtual Manipulatives, , http://nlvm.usu.edu/
  • Walsh, K., (2014) Flipped Learning Pilot Radically Reduces DFW Grade Rates in Two Courses., , http://www.emergingedtech.com/2014/08/flipped-learning-pilot-reduces-dfw-grade-rates/
  • Web, J.T., Gore, L.J., Amend, E.R., DeVries, A.R., (2007) A Parent's Guide to Gifted Children, , Scottsdale, AZ: Great Potential Press
  • Wilderdom, J., (2014) A Project in Natural Living & Transformation, , http://wilderdom.com/
  • Witty, P.A., Who are the Gifted? (1958) Education for the Gifted, pp. 42-63. , N. B. Henry (Ed.), The Fifty-Seventh Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press
  • Yarbro, J., Arfstrom, K.M., McKnight, K., McKnight, P., (2014) Extension of a Review of Flipped Learning. Flipped Learning Network, , http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/Extension%20of%20FLipped%20Learning%20LIt%20Review%20June%202014.pdf
Fuente de los datos: Dialnet