{"id":4062,"date":"2024-03-05T11:06:14","date_gmt":"2024-03-05T10:06:14","guid":{"rendered":"https:\/\/www.pisaniehravo.sk\/blog\/?p=4062"},"modified":"2024-03-05T11:18:08","modified_gmt":"2024-03-05T10:18:08","slug":"pripadova-studia-kazdodenna-motivacia-a-objektivne-hodnotenie-pisanie-hravo","status":"publish","type":"post","link":"https:\/\/www.pisaniehravo.sk\/blog\/skoly\/pripadove-studie\/pripadova-studia-kazdodenna-motivacia-a-objektivne-hodnotenie-pisanie-hravo\/","title":{"rendered":"Pr\u00edpadov\u00e1 \u0161t\u00fadia: Ka\u017edodenn\u00e1 motiv\u00e1cia a objekt\u00edvne hodnotenie P\u00edsanie Hravo"},"content":{"rendered":"\n

V dne\u0161nej digit\u00e1lnej \u00e9re je kl\u00e1vesnica nevyhnutnou s\u00fa\u010das\u0165ou n\u00e1\u0161ho \u017eivota a s t\u00fdm s\u00favis\u00ed aj d\u00f4le\u017eitos\u0165 schopnosti p\u00edsa\u0165 v\u0161etk\u00fdmi desiatimi. U\u010dite\u013e IKT z Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod, p\u00e1n Ing. Adam Ferencz, prist\u00fapil k v\u00fdzve pripravi\u0165 svojich \u0161tudentov na \u0161t\u00fadium a odborn\u00fa prax s v\u00fdhodou ovl\u00e1dania kl\u00e1vesnice kreat\u00edvnym pr\u00edstupom. V tomto \u010dl\u00e1nku sa dozviete viac o tomto kreat\u00edvnom pr\u00edstupe a na samom konci uvid\u00edte jeho postup krok za krokom.<\/p>\n\n\n\n

V\u00fdzva<\/h3>\n\n\n\n

Tradi\u010dn\u00e9 met\u00f3dy vyu\u010dovania p\u00edsania v\u0161etk\u00fdmi desiatimi \u010dasto nar\u00e1\u017eaj\u00fa na nedostatok motiv\u00e1cie a anga\u017eovanosti \u017eiakov.<\/strong> To viedlo p\u00e1na Ferencza k h\u013eadaniu nov\u00fdch rie\u0161en\u00ed. Pritom pr\u00e1ve pravideln\u00e9 kr\u00e1tke precvi\u010dovanie je k\u013e\u00fa\u010dov\u00e9 pre zvl\u00e1dnutie zru\u010dnosti p\u00edsania. P\u00e1n Ferencz si to uvedomoval a rozhodol sa vytvori\u0165 motiva\u010dn\u00fd syst\u00e9m hodnotenia v spojen\u00ed s kurzom P\u00edsanie Hravo.<\/strong><\/p>\n\n\n\n

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\"\"<\/figure>\n<\/div>\n\n\n\n
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Ing. Adam Ferencz, u\u010dite\u013e IKT a programovania, Gymn\u00e1zium Havl\u00ed\u010dk\u016fv Brod<\/a>
Instagram: @brodskygympl<\/a><\/p>\n\n\n\n

Popri svojej pedagogickej pr\u00e1ci sa venuje taitie\u017e organiz\u00e1cii dou\u010dovania \u0161tudentov prostredn\u00edctvom projektu learningtriangle.cz<\/a> <\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n

„Chcel som hlavne motivova\u0165 deti, aby ka\u017ed\u00fd de\u0148 cvi\u010dili. Bolo d\u00f4le\u017eit\u00e9, aby si uvedomili hodnotu pravideln\u00e9ho cvi\u010denia a videli, ako sa ich zru\u010dnosti zlep\u0161uj\u00fa. Deti vopred vedeli, \u017ee za ka\u017ed\u00fd mesiac p\u00edsania v aplik\u00e1cii P\u00edsanie Hravo dostan\u00fa zn\u00e1mku a poznali krit\u00e9ri\u00e1, pod\u013ea ktor\u00fdch sa t\u00e1to zn\u00e1mka ur\u010duje.“<\/em><\/p>\n<\/blockquote>\n\n\n\n

Gamifik\u00e1cia pre motiv\u00e1ciu<\/h3>\n\n\n\n

Spojen\u00edm kurzu P\u00edsanie Hravo so syst\u00e9mom hodnotenia zalo\u017een\u00fdm na gamifik\u00e1cii <\/strong>vytvoril p\u00e1n Ferencz prostredie, v ktorom ka\u017ed\u00fd de\u0148 str\u00e1ven\u00fd cvi\u010den\u00edm prispieva k celkovej zn\u00e1mke \u0161tudenta. M\u00ed\u013eniky, z\u00edskanie korunky, hviezdi\u010dky za bezchybnos\u0165 – to v\u0161etko bolo premyslene pou\u017eit\u00e9 na motiv\u00e1ciu \u0161tudentov.<\/p>\n\n\n\n

Strat\u00e9gie hodnotenia P\u00edsanie Hravo<\/h3>\n\n\n\n
\n

„Pri navrhovan\u00ed syst\u00e9mu som chcel zabezpe\u010di\u0165, aby bol spravodliv\u00fd a transparentn\u00fd, ale z\u00e1rove\u0148 dostato\u010dne flexibiln\u00fd, aby odr\u00e1\u017eal individu\u00e1lne potreby ka\u017ed\u00e9ho \u0161tudenta. V\u00fdsledky z aplik\u00e1cie P\u00edsanie Hravo som prepojil so zoh\u013eadnen\u00edm \u010dasu str\u00e1ven\u00e9ho pri ka\u017edodennom opakovan\u00ed cvi\u010den\u00ed. Okrem toho som ur\u010dil sk\u00f3re za dosiahnutie m\u00ed\u013enikov v hre a za z\u00edskanie korunky. Hviezdi\u010dky som pou\u017e\u00edval aj za precvi\u010dovanie bez preklepov.“<\/em><\/p>\n<\/blockquote>\n\n\n\n

Technol\u00f3gie a v\u00fdu\u010dba: spojenie pre \u00faspech<\/h3>\n\n\n\n

Pomocou technol\u00f3gie a d\u00e1t z aplik\u00e1cie P\u00edsanie Hravo vytvoril p\u00e1n Ferencz \u00fa\u010dinn\u00fd n\u00e1stroj na sledovanie a hodnotenie pokroku \u017eiakov. Stiahnut\u00e9 \u00fadaje z aplik\u00e1cie prepojil v excelovskej tabu\u013eke s vlastnou hodnotiacou \u0161k\u00e1lou.<\/strong> Zn\u00e1mkou ohodnotil strike m\u00ed\u013eniky, \u010fal\u0161ia jedna zn\u00e1mka bola za z\u00edskanie korunky a za po\u010det hviezdi\u010diek,<\/strong> kedy m\u00ed\u013enikom bolo dosiahnutie 500 hviezdi\u010diek. <\/p>\n\n\n\n

<\/p>\n\n\n\n

Ka\u017ed\u00fd mesiac sa potom de\u0165om ude\u013eovala priebe\u017en\u00e1 zn\u00e1mka za \u010das str\u00e1ven\u00fd v kurze P\u00edsanie Hravo,<\/strong> in\u00fdmi slovami za snahu. Tento pr\u00edstup nielen\u017ee zvy\u0161oval motiv\u00e1ciu \u017eiakov, ale poskytoval aj cenn\u00fa sp\u00e4tn\u00fa v\u00e4zbu o ich pokroku. Ur\u010denie v\u00fdslednej zn\u00e1mky za p\u00edsanie v\u0161etk\u00fdmi desiatimi bolo \u010falej doplnen\u00e9 z\u00e1vere\u010dn\u00fdm testom p\u00edsania vo forme s\u00fa\u0165a\u017ee v aplik\u00e1cii.<\/p>\n\n\n\n

\"p\u00e1n<\/figure>\n\n\n\n
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„Moj\u00edm cie\u013eom bolo, aby sa deti venovali p\u00edsaniu aspo\u0148 5-20 min\u00fat denne.<\/strong> D\u00f4le\u017eit\u00e9 bolo, aby tr\u00e9novanie bolo pravideln\u00e9 a konzistentn\u00e9, \u010do sa odrazilo na ich celkovom v\u00fdkone. Ur\u010dila som, ko\u013eko dn\u00ed po\u010das mesiaca m\u00f4\u017eu \u017eiaci tr\u00e9nova\u0165, vr\u00e1tane v\u00edkendov, okrem pr\u00e1zdnin a \u0161kolsk\u00fdch v\u00fdletov. Za ka\u017ed\u00fd de\u0148 dostali v priemere 2 body, t. j. cvi\u010dili 5 a\u017e 20 min\u00fat. Ak cvi\u010dili menej ako 5 min\u00fat, dostali 0,5 bodu. Za 5 a\u017e 20 min\u00fat z\u00edskali 2 body a za \u010das nad 20 min\u00fat z\u00edskali maxim\u00e1lne mo\u017en\u00e9 sk\u00f3re 2,5 bodu. <\/em><\/p>\n\n\n\n

Limit na \u017eiaka sa rovnal maxim\u00e1lnemu po\u010dtu dn\u00ed mo\u017en\u00e9ho cvi\u010denia kr\u00e1t 2 body. Mesa\u010dn\u00e1 zn\u00e1mka sa z\u00edskala ur\u010den\u00edm percentu\u00e1lneho podielu, ko\u013eko bodov z celkov\u00e9ho po\u010dtu bodov \u017eiak z\u00edskal. Tento syst\u00e9m bol navrhnut\u00fd tak, aby bol spravodliv\u00fd a motivuj\u00faci pre v\u0161etk\u00fdch \u017eiakov.“<\/em><\/p>\n<\/blockquote>\n\n\n\n

Pre mesa\u010dn\u00fa zn\u00e1mku bolo teda nevyhnutn\u00e9 z\u00edska\u0165 najprv percent\u00e1, teda body, vypl\u00fdvaj\u00face zo s\u00fahrnu aktiv\u00edt zaznamenan\u00fdch v programe P\u00edsanie Hravo.<\/p>\n\n\n\n

\"preh\u013ead<\/figure>\n\n\n\n

Porovnanie tried<\/h3>\n\n\n\n

P\u00e1n Ferencz poskytol konkr\u00e9tne \u00fadaje o v\u00fdsledkoch svojho pr\u00edstupu. Svoju met\u00f3du zaviedol hne\u010f, tak\u017ee porovnanie prebehlo s inou triedou jeho kolegu z tej istej \u0161koly, pri ktorej sa neuplat\u0148oval rovnak\u00fd syst\u00e9m hodnotenia. Porovnanie uk\u00e1zalo v\u00fdrazne vy\u0161\u0161iu \u00farove\u0148 pravidelnosti a anga\u017eovanosti \u0161tudentov<\/strong> p\u00e1na Ferencza.<\/p>\n\n\n\n

<\/p>\n\n\n\n

\u0160tudenti p\u00e1na Ferencza str\u00e1vili po\u010das sledovan\u00e9ho obdobia n\u00e1cvikom p\u00edsania spolu 12 hod\u00edn a 2 min\u00faty a z\u00edskali v hre 6799 hviezdi\u010diek.<\/strong> Zatia\u013e \u010do \u017eiaci jeho kolegov dosiahli 6 hod\u00edn a 46 min\u00fat praxe a 2160 hviezdi\u010diek.<\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

V triede p\u00e1na Ferencza vych\u00e1dza \u010das tr\u00e9ningu na jedn\u00e9ho \u017eiaka 7 min\u00fat a 42 sek\u00fand. <\/strong>\u0160tudent z\u00edskal v priemere 8,1 hviezdi\u010dky. <\/strong>U \u0161tudentov jeho kolegu ka\u017ed\u00fd \u0161tudent tr\u00e9noval len 2 min\u00faty a 34 sek\u00fand a z\u00edskal 3 hviezdi\u010dky.<\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

Tento rozdiel v zapojen\u00ed a dosiahnut\u00fdch v\u00fdsledkoch je priamym v\u00fdsledkom motiva\u010dn\u00e9ho syst\u00e9mu hodnotenia P\u00edsanie Hravo, ktor\u00fd zaviedol p\u00e1n Ferencz.<\/p>\n\n\n\n

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„V\u00fdhodu tejto met\u00f3dy vid\u00edm v tom, \u017ee ma motivovala k pravideln\u00e9mu cvi\u010deniu a nau\u010dil som sa to lep\u0161ie, ako keby som sa to nau\u010dil jednorazov\u00fdm testom.“<\/p>\n\n\n\n

Am\u00e1lie B\u00e1rt\u00edkov\u00e1 – \u0161tudentka z triedy p\u00e1na Ferencza<\/p>\n<\/blockquote>\n\n\n\n

Individu\u00e1lne porovnanie<\/h3>\n\n\n\n

Na \u010fal\u0161ie zd\u00f4vodnenie \u00fa\u010dinnosti zaveden\u00e9ho syst\u00e9mu p\u00e1n Ferencz poskytol podrobn\u00e9 v\u00fdsledky dvoch \u0161tudentiek, ktor\u00e9 priamo demon\u0161truj\u00fa rozdiely vo v\u00fdsledkoch. Tieto v\u00fdsledky s\u00fa zaznamenan\u00e9 v dvoch tabu\u013ek\u00e1ch, kde v prvej s\u00fa uveden\u00e9 \u00fadaje od \u017eia\u010dky jeho triedy, ktor\u00e1 vykazovala v\u00fdrazne lep\u0161ie v\u00fdsledky v tr\u00e9ningu a pravidelnosti. V druhej tabu\u013eke s\u00fa uveden\u00e9 v\u00fdsledky \u017eia\u010dky z triedy jeho kolegu, kde sa pr\u00edstup motiva\u010dn\u00e9ho hodnotenia nepou\u017e\u00edval.<\/p>\n\n\n\n

Tieto tabu\u013eky poskytuj\u00fa d\u00f4kaz o vplyve syst\u00e9mu na zlep\u0161enie anga\u017eovanosti a v\u00fdkonu \u017eiakov.<\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

\"preh\u013ead
preh\u013ead tr\u00e9ningu \u017eia\u010dky s metodikou<\/figcaption><\/figure>\n\n\n\n

<\/p>\n\n\n\n

\"preh\u013ead
preh\u013ead tr\u00e9ningu \u017eia\u010dky bez metodiky<\/figcaption><\/figure>\n\n\n\n

V\u00fdsledok a reflexia<\/h3>\n\n\n\n

\u00daspech tohto syst\u00e9mu sa prejavil nielen vo zv\u00fd\u0161enom z\u00e1ujme \u0161tudentov o n\u00e1cvik p\u00edsania, ale aj v ich celkovom v\u00fdkone a sebad\u00f4vere. V\u010faka denn\u00fdm spr\u00e1vam a hodnoteniu bol pokrok \u017eiakov jasn\u00fd a motivuj\u00faci.<\/p>\n\n\n\n

Potvrdilo sa, \u017ee kombin\u00e1cia technol\u00f3gie, gamifik\u00e1cie a pravideln\u00e9ho hodnotenia m\u00f4\u017ee v\u00fdrazne zlep\u0161i\u0165 proces u\u010denia. <\/strong>D\u00f4le\u017eit\u00fdm zisten\u00edm je, \u017ee motiv\u00e1cia \u0161tudentov je k\u013e\u00fa\u010dom k ich \u00faspechu.<\/strong><\/p>\n\n\n\n

Z\u00e1ver<\/h3>\n\n\n\n

Pr\u00edbeh Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod je in\u0161pirat\u00edvnym pr\u00edkladom toho, ako kreat\u00edvne pr\u00edstupy vyu\u017e\u00edvaj\u00face modern\u00e9 technol\u00f3gie – v tomto pr\u00edpade aplik\u00e1ciu P\u00edsanie Hravo – m\u00f4\u017eu zmeni\u0165 tradi\u010dn\u00e9 vyu\u010dovacie met\u00f3dy a vies\u0165 k v\u00fdrazn\u00e9mu zlep\u0161eniu motiv\u00e1cie a v\u00fdkonu \u0161tudentov.<\/p>\n\n\n\n

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Postup ur\u010denia zn\u00e1mky: <\/h3>\n\n\n\n

Raw import <\/h4>\n\n\n\n
\"raw\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button><\/figure>\n\n\n\n

<\/p>\n\n\n\n

Import <\/h4>\n\n\n\n
\"import\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button><\/figure>\n\n\n\n

Po\u010det <\/h4>\n\n\n\n
\"po\u010det\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button><\/figure>\n\n\n\n

Na obr\u00e1zku je zv\u00fdraznen\u00e1 skuto\u010dnos\u0165, \u017ee \u017eiak hral 327 sek\u00fand (5,45 min.) hry P\u00edsanie Hravo za jeden de\u0148, preto z\u00edskal 2 body. Celkovo za v\u0161etky dni v septembri z\u00edskal 44 bodov.<\/p>\n\n\n\n

Percent\u00e1 <\/h4>\n\n\n\n
\"percent\u00e1\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button><\/figure>\n\n\n\n

T\u00fdchto 44 bodov zodpoved\u00e1 95,65 % maxim\u00e1lneho mo\u017en\u00e9ho po\u010dtu bodov.<\/p>\n\n\n\n

V klasifika\u010dnej stupnici toto percento zodpoved\u00e1 zn\u00e1mke v\u00fdborn\u00e1+.<\/p>\n\n\n\n

Zn\u00e1mka<\/h4>\n\n\n\n
\"zn\u00e1mka\"\n\t\t\t\n\t\t\t\t\n\t\t\t<\/svg>\n\t\t<\/button><\/figure>\n\n\n\n
<\/div>\n\n\n\n
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Tie\u017e syst\u00e9m vysk\u00fa\u0161am<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

V dne\u0161nej digit\u00e1lnej \u00e9re je kl\u00e1vesnica nevyhnutnou s\u00fa\u010das\u0165ou n\u00e1\u0161ho \u017eivota a s t\u00fdm s\u00favis\u00ed aj d\u00f4le\u017eitos\u0165 schopnosti p\u00edsa\u0165 v\u0161etk\u00fdmi desiatimi. U\u010dite\u013e IKT z Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod, p\u00e1n Ing. Adam Ferencz, prist\u00fapil k v\u00fdzve pripravi\u0165 svojich \u0161tudentov na \u0161t\u00fadium a odborn\u00fa prax s v\u00fdhodou ovl\u00e1dania kl\u00e1vesnice kreat\u00edvnym pr\u00edstupom. V tomto \u010dl\u00e1nku sa dozviete viac o tomto […]<\/p>\n","protected":false},"author":14,"featured_media":4064,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"off","_et_pb_old_content":"\n

V dne\u0161nej digit\u00e1lnej \u00e9re je kl\u00e1vesnica nevyhnutnou s\u00fa\u010das\u0165ou n\u00e1\u0161ho \u017eivota a s t\u00fdm s\u00favis\u00ed aj d\u00f4le\u017eitos\u0165 schopnosti p\u00edsa\u0165 v\u0161etk\u00fdmi desiatimi. U\u010dite\u013e IKT z Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod, p\u00e1n Ing. Adam Ferencz, prist\u00fapil k v\u00fdzve pripravi\u0165 svojich \u0161tudentov na \u0161t\u00fadium a odborn\u00fa prax s v\u00fdhodou ovl\u00e1dania kl\u00e1vesnice kreat\u00edvnym pr\u00edstupom. V tomto \u010dl\u00e1nku sa dozviete viac o tomto kreat\u00edvnom pr\u00edstupe a na samom konci uvid\u00edte jeho postup krok za krokom.<\/p>\n\n\n\n

V\u00fdzva<\/h3>\n\n\n\n

Tradi\u010dn\u00e9 met\u00f3dy vyu\u010dovania p\u00edsania v\u0161etk\u00fdmi desiatimi \u010dasto nar\u00e1\u017eaj\u00fa na nedostatok motiv\u00e1cie a anga\u017eovanosti \u017eiakov.<\/strong> To viedlo p\u00e1na Ferencza k h\u013eadaniu nov\u00fdch rie\u0161en\u00ed. Pritom pr\u00e1ve pravideln\u00e9 kr\u00e1tke precvi\u010dovanie je k\u013e\u00fa\u010dov\u00e9 pre zvl\u00e1dnutie zru\u010dnosti p\u00edsania. P\u00e1n Ferencz si to uvedomoval a rozhodol sa vytvori\u0165 motiva\u010dn\u00fd syst\u00e9m hodnotenia v spojen\u00ed s kurzom P\u00edsanie Hravo.<\/strong><\/p>\n\n\n\n

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\"\"<\/figure>\n<\/div>\n\n\n\n
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Ing. Adam Ferencz, u\u010dite\u013e IKT a programovania, Gymn\u00e1zium Havl\u00ed\u010dk\u016fv Brod<\/a>
Instagram: @brodskygympl<\/a><\/p>\n\n\n\n

Popri svojej pedagogickej pr\u00e1ci sa venuje taitie\u017e organiz\u00e1cii dou\u010dovania \u0161tudentov prostredn\u00edctvom projektu learningtriangle.cz<\/a> <\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n

\"Chcel som hlavne motivova\u0165 deti, aby ka\u017ed\u00fd de\u0148 cvi\u010dili. Bolo d\u00f4le\u017eit\u00e9, aby si uvedomili hodnotu pravideln\u00e9ho cvi\u010denia a videli, ako sa ich zru\u010dnosti zlep\u0161uj\u00fa. Deti vopred vedeli, \u017ee za ka\u017ed\u00fd mesiac p\u00edsania v aplik\u00e1cii P\u00edsanie hravo dostan\u00fa zn\u00e1mku a poznali krit\u00e9ri\u00e1, pod\u013ea ktor\u00fdch sa t\u00e1to zn\u00e1mka ur\u010duje.\"<\/em><\/p>\n<\/blockquote>\n\n\n\n

Gamifik\u00e1cia pre motiv\u00e1ciu<\/h3>\n\n\n\n

Spojen\u00edm kurzu P\u00edsanie Hravo so syst\u00e9mom hodnotenia zalo\u017een\u00fdm na gamifik\u00e1cii <\/strong>vytvoril p\u00e1n Ferencz prostredie, v ktorom ka\u017ed\u00fd de\u0148 str\u00e1ven\u00fd cvi\u010den\u00edm prispieva k celkovej zn\u00e1mke \u0161tudenta. M\u00ed\u013eniky, z\u00edskanie korunky, hviezdi\u010dky za bezchybnos\u0165 - to v\u0161etko bolo premyslene pou\u017eit\u00e9 na motiv\u00e1ciu \u0161tudentov.<\/p>\n\n\n\n

Strat\u00e9gie hodnotenia P\u00edsanie Hravo<\/h3>\n\n\n\n
\n

\"Pri navrhovan\u00ed syst\u00e9mu som chcel zabezpe\u010di\u0165, aby bol spravodliv\u00fd a transparentn\u00fd, ale z\u00e1rove\u0148 dostato\u010dne flexibiln\u00fd, aby odr\u00e1\u017eal individu\u00e1lne potreby ka\u017ed\u00e9ho \u0161tudenta. V\u00fdsledky z aplik\u00e1cie P\u00edsanie Hravo som prepojil so zoh\u013eadnen\u00edm \u010dasu str\u00e1ven\u00e9ho pri ka\u017edodennom opakovan\u00ed cvi\u010den\u00ed. Okrem toho som ur\u010dil sk\u00f3re za dosiahnutie m\u00ed\u013enikov v hre a za z\u00edskanie korunky. Hviezdi\u010dky som pou\u017e\u00edval aj za precvi\u010dovanie bez preklepov.\"<\/em><\/p>\n<\/blockquote>\n\n\n\n

Technol\u00f3gie a v\u00fdu\u010dba: spojenie pre \u00faspech<\/h3>\n\n\n\n

Pomocou technol\u00f3gie a d\u00e1t z aplik\u00e1cie P\u00edsanie Hravo vytvoril p\u00e1n Ferencz \u00fa\u010dinn\u00fd n\u00e1stroj na sledovanie a hodnotenie pokroku \u017eiakov. Stiahnut\u00e9 \u00fadaje z aplik\u00e1cie prepojil v excelovskej tabu\u013eke s vlastnou hodnotiacou \u0161k\u00e1lou.<\/strong> Zn\u00e1mkou ohodnotil strike m\u00ed\u013eniky, \u010fal\u0161ia jedna zn\u00e1mka bola za z\u00edskanie korunky a za po\u010det hviezdi\u010diek,<\/strong> kedy m\u00ed\u013enikom bolo dosiahnutie 500 hviezdi\u010diek. <\/p>\n\n\n\n

Ka\u017ed\u00fd mesiac sa potom de\u0165om ude\u013eovala priebe\u017en\u00e1 zn\u00e1mka za \u010das str\u00e1ven\u00fd v kurze P\u00edsanie Hravo,<\/strong> in\u00fdmi slovami za snahu. Tento pr\u00edstup nielen\u017ee zvy\u0161oval motiv\u00e1ciu \u017eiakov, ale poskytoval aj cenn\u00fa sp\u00e4tn\u00fa v\u00e4zbu o ich pokroku. Ur\u010denie v\u00fdslednej zn\u00e1mky za p\u00edsanie v\u0161etk\u00fdmi desiatimi bolo \u010falej doplnen\u00e9 z\u00e1vere\u010dn\u00fdm testom p\u00edsania vo forme s\u00fa\u0165a\u017ee v aplik\u00e1cii.<\/p>\n\n\n\n

\"p\u00e1n<\/figure>\n\n\n\n
\n

\"Moj\u00edm cie\u013eom bolo, aby sa deti venovali p\u00edsaniu aspo\u0148 5-20 min\u00fat denne.<\/strong> D\u00f4le\u017eit\u00e9 bolo, aby tr\u00e9novanie bolo pravideln\u00e9 a konzistentn\u00e9, \u010do sa odrazilo na ich celkovom v\u00fdkone. Ur\u010dila som, ko\u013eko dn\u00ed po\u010das mesiaca m\u00f4\u017eu \u017eiaci tr\u00e9nova\u0165, vr\u00e1tane v\u00edkendov, okrem pr\u00e1zdnin a \u0161kolsk\u00fdch v\u00fdletov. Za ka\u017ed\u00fd de\u0148 dostali v priemere 2 body, t. j. cvi\u010dili 5 a\u017e 20 min\u00fat. Ak cvi\u010dili menej ako 5 min\u00fat, dostali 0,5 bodu. Za 5 a\u017e 20 min\u00fat z\u00edskali 2 body a za \u010das nad 20 min\u00fat z\u00edskali maxim\u00e1lne mo\u017en\u00e9 sk\u00f3re 2,5 bodu. Limit na \u017eiaka sa rovnal maxim\u00e1lnemu po\u010dtu dn\u00ed mo\u017en\u00e9ho cvi\u010denia kr\u00e1t 2 body. Mesa\u010dn\u00e1 zn\u00e1mka sa z\u00edskala ur\u010den\u00edm percentu\u00e1lneho podielu, ko\u013eko bodov z celkov\u00e9ho po\u010dtu bodov \u017eiak z\u00edskal. Tento syst\u00e9m bol navrhnut\u00fd tak, aby bol spravodliv\u00fd a motivuj\u00faci pre v\u0161etk\u00fdch \u017eiakov.\"<\/em><\/p>\n<\/blockquote>\n\n\n\n

Pre mesa\u010dn\u00fa zn\u00e1mku bolo teda nevyhnutn\u00e9 z\u00edska\u0165 najprv percent\u00e1, teda body, vypl\u00fdvaj\u00face zo s\u00fahrnu aktiv\u00edt zaznamenan\u00fdch v programe P\u00edsanie Hravo.<\/p>\n\n\n\n

\"preh\u013ead<\/figure>\n\n\n\n

Porovnanie tried<\/h3>\n\n\n\n

P\u00e1n Ferencz poskytol konkr\u00e9tne \u00fadaje o v\u00fdsledkoch svojho pr\u00edstupu. Svoju met\u00f3du zaviedol hne\u010f, tak\u017ee porovnanie prebehlo s inou triedou jeho kolegu z tej istej \u0161koly, pri ktorej sa neuplat\u0148oval rovnak\u00fd syst\u00e9m hodnotenia. Porovnanie uk\u00e1zalo v\u00fdrazne vy\u0161\u0161iu \u00farove\u0148 pravidelnosti a anga\u017eovanosti \u0161tudentov<\/strong> p\u00e1na Ferencza.<\/p>\n\n\n\n

\u0160tudenti p\u00e1na Ferencza str\u00e1vili po\u010das sledovan\u00e9ho obdobia n\u00e1cvikom p\u00edsania spolu 12 hod\u00edn a 2 min\u00faty a z\u00edskali v hre 6799 hviezdi\u010diek.<\/strong> Zatia\u013e \u010do \u017eiaci jeho kolegov dosiahli 6 hod\u00edn a 46 min\u00fat praxe a 2160 hviezdi\u010diek.<\/strong><\/p>\n\n\n\n

V triede p\u00e1na Ferencza vych\u00e1dza \u010das tr\u00e9ningu na jedn\u00e9ho \u017eiaka 7 min\u00fat a 42 sek\u00fand. <\/strong>\u0160tudent z\u00edskal v priemere 8,1 hviezdi\u010dky. <\/strong>U \u0161tudentov jeho kolegu ka\u017ed\u00fd \u0161tudent tr\u00e9noval len 2 min\u00faty a 34 sek\u00fand a z\u00edskal 3 hviezdi\u010dky.<\/strong><\/p>\n\n\n\n

Tento rozdiel v zapojen\u00ed a dosiahnut\u00fdch v\u00fdsledkoch je priamym v\u00fdsledkom motiva\u010dn\u00e9ho syst\u00e9mu hodnotenia P\u00edsanie Hravo, ktor\u00fd zaviedol p\u00e1n Ferencz.<\/p>\n\n\n\n

\n

\"V\u00fdhodu tejto met\u00f3dy vid\u00edm v tom, \u017ee ma motivovala k pravideln\u00e9mu cvi\u010deniu a nau\u010dil som sa to lep\u0161ie, ako keby som sa to nau\u010dil jednorazov\u00fdm testom.\"<\/p>\n\n\n\n

Am\u00e1lie B\u00e1rt\u00edkov\u00e1 - \u0161tudentka z triedy p\u00e1na Ferencza<\/p>\n<\/blockquote>\n\n\n\n

Individu\u00e1lne porovnanie<\/h3>\n\n\n\n

Na \u010fal\u0161ie zd\u00f4vodnenie \u00fa\u010dinnosti zaveden\u00e9ho syst\u00e9mu p\u00e1n Ferencz poskytol podrobn\u00e9 v\u00fdsledky dvoch \u0161tudentiek, ktor\u00e9 priamo demon\u0161truj\u00fa rozdiely vo v\u00fdsledkoch. Tieto v\u00fdsledky s\u00fa zaznamenan\u00e9 v dvoch tabu\u013ek\u00e1ch, kde v prvej s\u00fa uveden\u00e9 \u00fadaje od \u017eia\u010dky jeho triedy, ktor\u00e1 vykazovala v\u00fdrazne lep\u0161ie v\u00fdsledky v tr\u00e9ningu a pravidelnosti. V druhej tabu\u013eke s\u00fa uveden\u00e9 v\u00fdsledky \u017eia\u010dky z triedy jeho kolegu, kde sa pr\u00edstup motiva\u010dn\u00e9ho hodnotenia nepou\u017e\u00edval.<\/p>\n\n\n\n

Tieto tabu\u013eky poskytuj\u00fa d\u00f4kaz o vplyve syst\u00e9mu na zlep\u0161enie anga\u017eovanosti a v\u00fdkonu \u017eiakov.<\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

\"preh\u013ead
preh\u013ead tr\u00e9ningu \u017eia\u010dky s metodikou<\/figcaption><\/figure>\n\n\n\n

<\/p>\n\n\n\n

\"preh\u013ead
preh\u013ead tr\u00e9ningu \u017eia\u010dky bez metodiky<\/figcaption><\/figure>\n\n\n\n

V\u00fdsledok a reflexia<\/h3>\n\n\n\n

\u00daspech tohto syst\u00e9mu sa prejavil nielen vo zv\u00fd\u0161enom z\u00e1ujme \u0161tudentov o n\u00e1cvik p\u00edsania, ale aj v ich celkovom v\u00fdkone a sebad\u00f4vere. V\u010faka denn\u00fdm spr\u00e1vam a hodnoteniu bol pokrok \u017eiakov jasn\u00fd a motivuj\u00faci.<\/p>\n\n\n\n

Potvrdilo sa, \u017ee kombin\u00e1cia technol\u00f3gie, gamifik\u00e1cie a pravideln\u00e9ho hodnotenia m\u00f4\u017ee v\u00fdrazne zlep\u0161i\u0165 proces u\u010denia. <\/strong>D\u00f4le\u017eit\u00fdm zisten\u00edm je, \u017ee motiv\u00e1cia \u0161tudentov je k\u013e\u00fa\u010dom k ich \u00faspechu.<\/strong><\/p>\n\n\n\n

Z\u00e1ver<\/h3>\n\n\n\n

Pr\u00edbeh Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod je in\u0161pirat\u00edvnym pr\u00edkladom toho, ako kreat\u00edvne pr\u00edstupy vyu\u017e\u00edvaj\u00face modern\u00e9 technol\u00f3gie - v tomto pr\u00edpade aplik\u00e1ciu P\u00edsanie Hravo - m\u00f4\u017eu zmeni\u0165 tradi\u010dn\u00e9 vyu\u010dovacie met\u00f3dy a vies\u0165 k v\u00fdrazn\u00e9mu zlep\u0161eniu motiv\u00e1cie a v\u00fdkonu \u0161tudentov.<\/p>\n\n\n\n

\n\n\n\n

Postup ur\u010denia zn\u00e1mky: <\/h3>\n\n\n\n

Raw import <\/h4>\n\n\n\n
\"raw<\/figure>\n\n\n\n

<\/p>\n\n\n\n

Import <\/h4>\n\n\n\n
\"import\"<\/figure>\n\n\n\n

Po\u010det <\/h4>\n\n\n\n
\"po\u010det\"<\/figure>\n\n\n\n

Na obr\u00e1zku je zv\u00fdraznen\u00e1 skuto\u010dnos\u0165, \u017ee \u017eiak hral 327 sek\u00fand (5,45 min.) hry P\u00edsanie Hravo za jeden de\u0148, preto z\u00edskal 2 body. Celkovo za v\u0161etky dni v septembri z\u00edskal 44 bodov.<\/p>\n\n\n\n

Percent\u00e1 <\/h4>\n\n\n\n
\"percent\u00e1\"<\/figure>\n\n\n\n

T\u00fdchto 44 bodov zodpoved\u00e1 95,65 % maxim\u00e1lneho mo\u017en\u00e9ho po\u010dtu bodov.<\/p>\n\n\n\n

V klasifika\u010dnej stupnici toto percento zodpoved\u00e1 zn\u00e1mke v\u00fdborn\u00e1+.<\/p>\n\n\n\n

Zn\u00e1mka<\/h4>\n\n\n\n
\"zn\u00e1mka\"<\/figure>\n\n\n\n
<\/div>\n\n\n\n
\n
Tie\u017e syst\u00e9m vysk\u00fa\u0161am<\/a><\/div>\n<\/div>\n","_et_gb_content_width":"","footnotes":""},"categories":[46,21],"tags":[],"class_list":["post-4062","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pripadove-studie","category-co-nejlepe-funguje-ve-vyuce"],"yoast_head":"\nPr\u00edpadov\u00e1 \u0161t\u00fadia: Ka\u017edodenn\u00e1 motiv\u00e1cia a objekt\u00edvne hodnotenie P\u00edsanie Hravo - Blog P\u00edsanie Hravo<\/title>\n<meta name=\"description\" content=\"Tradi\u010dn\u00e9 met\u00f3dy vyu\u010dovania p\u00edsania v\u0161etk\u00fdmi desiatimi nar\u00e1\u017eaj\u00fa na nedostatok motiv\u00e1cie \u017eiakov. 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