{"id":7496,"date":"2020-11-02T11:47:11","date_gmt":"2020-11-02T10:47:11","guid":{"rendered":"http:\/\/serveiseducatius.xtec.cat\/vallesoccidental3\/?p=7496"},"modified":"2020-11-02T19:01:20","modified_gmt":"2020-11-02T18:01:20","slug":"cites-per-reflexionar-sobre-lautoregulacio-i-el-feedback","status":"publish","type":"post","link":"https:\/\/serveiseducatius.xtec.cat\/vallesoccidental3\/general\/cites-per-reflexionar-sobre-lautoregulacio-i-el-feedback\/","title":{"rendered":"Cites per reflexionar sobre l&#8217;autoregulaci\u00f3 i el feedback"},"content":{"rendered":"<p><a href=\"https:\/\/drive.google.com\/file\/d\/1KA32edA9S5whwzqCBn1MPg1e8uQg1L3b\/view\" target=\"_blank\" rel=\"noopener noreferrer\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-7506\" src=\"https:\/\/serveiseducatius.xtec.cat\/vallesoccidental3\/wp-content\/uploads\/usu1147\/2020\/11\/axa.png\" alt=\"\" width=\"85\" height=\"84\" \/><\/a>En el document <a href=\"https:\/\/drive.google.com\/file\/d\/1KA32edA9S5whwzqCBn1MPg1e8uQg1L3b\/view\" target=\"_blank\" rel=\"noopener noreferrer\"><strong><em>Autoregulaci\u00f3 i Feddback<\/em><\/strong><\/a> (4 p\u00e0gs. &#8211; mar\u00e7 2020) del Grup de Treball <a href=\"http:\/\/avaluarperaprendre.cat\/\" target=\"_blank\" rel=\"noopener noreferrer\"><em>Avaluar per aprendre<\/em><\/a> de Rosa Sensat podem trobar cites com aquestes d&#8217;autors de refer\u00e8ncia sobre l&#8217;avaluaci\u00f3 formadora.<\/p>\n<ul>\n<li>\u201cCal remarcar que l\u2019efectivitat del feedback va associada al fet que sigui significatiu per l\u2019alumne. \u00c9s a dir, anir\u00e0 condicionada amb el fet que l\u2019alumne vagi prenent consci\u00e8ncia del que va aprenent i de les dificultats que van apareixent durant el proc\u00e9s d\u2019aprenentatge. El feedback es nodreix de l\u2019error, i con\u00e8ixer l\u2019error \u00e9s fonamental per avan\u00e7ar cap a l\u2019adquisici\u00f3 de l\u2019aprenentatge de forma significativa\u201d. \u201c&#8230; \u00e9s la comprensi\u00f3 dels errors el que permet les oportunitats. Aquesta \u00e9s la finalitat del feedback.\u201d (John Hattie, 2017)<\/li>\n<li>\u201cPodem demanar a l\u2019alumne que ens indiqui aquells aspectes sobre els quals li agradaria rebre feedback. Massa vegades el feedback es basa en el que el mestre vol dir, enlloc dels interessos i necessitats de l\u2019aprenent.\u201d (David Carless, 2016)<\/li>\n<li>\u201cEnlloc d\u2019ajudar els alumnes donant-los les respostes, anima\u2019ls a pensar de manera aut\u00f2noma afegint al teu model preguntes, indicis i pistes. Quan ens limitem \u00fanicament a mostrar als nostres alumnes com es fa alguna cosa, o tamb\u00e9 fer-ho per ells, els estarem comunicant que nom\u00e9s el mestre s\u2019esfor\u00e7a i soluciona els problemes, generant depend\u00e8ncia. Dylan William ens diu que el feedback hauria de provocar pensament.\u201d (Retroalimentaci\u00f3 per pensar: cercant la resposta &#8211; Andrew Miller, 2015 (Edutopia).<\/li>\n<li style=\"text-align: left;\">\u201cUna norma v\u00e0lida \u00e9s comen\u00e7ar sempre el feedback en positiu, explicitant tot all\u00f2 que conv\u00e9 conservar de la manera de fer o pensar demostrada, i continuar amb un <em>\u2018i\u2019<\/em> (enlloc d\u2019un <em>per\u00f2<\/em> que comporta una c\u00e0rrega d\u2019emocions negatives) construint frases del tipus: <em>i es podria millorar fent\u2026 podria ser una bona opci\u00f3 pensar en\u2026<\/em> , \u00e9s a dir, utilitzant expressions que aportin idees per avan\u00e7ar.\u201d (Neus Sanmart\u00ed, 2019)<\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\" aligncenter\" src=\"https:\/\/s3.amazonaws.com\/kinlane-productions2\/bw-icons\/bw-feedback-loop.png\" width=\"105\" height=\"105\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>En el document Autoregulaci\u00f3 i Feddback (4 p\u00e0gs. &#8211; mar\u00e7 2020) del Grup de Treball Avaluar per aprendre de Rosa Sensat podem trobar cites com aquestes d&#8217;autors de refer\u00e8ncia sobre l&#8217;avaluaci\u00f3 formadora. \u201cCal remarcar que l\u2019efectivitat del feedback va associada al fet que sigui significatiu per l\u2019alumne. \u00c9s a dir, anir\u00e0 condicionada amb el fet [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":7499,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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