{"id":5314,"date":"2021-09-11T17:59:44","date_gmt":"2021-09-11T17:59:44","guid":{"rendered":"https:\/\/kulturpedagogik.se\/?p=5314"},"modified":"2021-09-19T19:11:44","modified_gmt":"2021-09-19T19:11:44","slug":"tolka-inte-diagnoser-som-fan-laser-bibeln","status":"publish","type":"post","link":"https:\/\/kulturpedagogik.se\/?p=5314","title":{"rendered":"Tolka inte diagnoser som fan l\u00e4ser bibeln!"},"content":{"rendered":"\n

D\u00e5 jag lyssnar p\u00e5 skoldebatten h\u00f6r jag r\u00f6ster som vill minska p\u00e5 intryck pga att vissa elever \u00e4r k\u00e4nsliga. Pratet om NPF-s\u00e4kring p\u00e5minner mig om myten om l\u00e4rstilar som kommersialiserades stort p\u00e5 90-talet. I sin v\u00e4rsta form tolkades l\u00e4rstilarna som att vi skulle anpassa undervisningen till enskilda elevers behov. Som om vissa elever bara skulle lyssna eller r\u00f6ra sig f\u00f6r att l\u00e4ra. Det vore att s\u00e4nka f\u00f6rv\u00e4ntningarna och g\u00f6ra eleverna till offer. Ist\u00e4llet visar sig en varierad undervisning vara nyckeln till att stimulera olika sinnen och f\u00e5 eleverna att t\u00e4nka – l\u00e4ra (Shimamura 2018, Sherrington 2020, Bennet 2020).<\/p>\n\n\n\n

Vi beh\u00f6ver naturligtvis fundera p\u00e5 hur det kan bli b\u00e4st f\u00f6r var och en. Placering kan spela stor roll och avsk\u00e4rmning kan vara bra. Men n\u00e4r man vill ta bort alla intryck f\u00f6r att inte st\u00f6ra enskilda elever s\u00e5 har man hamnat snett med undervisningen. D\u00e5 l\u00e4ser man diagnoserna som fan l\u00e4ser bibeln. Talet om Npf-s\u00e4kring ger mig lite s\u00e5dana vibbar. \u00c4r det kanske vissa kommersiella intressen som trycker p\u00e5? Det \u00e4r nog s\u00e5 viktigt f\u00f6r l\u00e4raren att f\u00f6rst\u00e5 sina elever f\u00f6r att f\u00e5 dem att utvecklas. \u00c4n viktigare \u00e4r ordning, struktur och rutiner i klassrummet som skapar st\u00f6d f\u00f6r eleverna (Benett 2020). <\/p>\n\n\n\n

Hj\u00e4lpmedel f\u00f6r elever kan ocks\u00e5 vara till nytta. Men fokus p\u00e5 diagnos och enskilda behov kan ocks\u00e5 slita s\u00f6nder den kollektiva processen att undervisa. Att ta bort alla intryck \u00e4r en s\u00e5dan snubbeltr\u00e5d. Bilder och texter i klassrummet kan ist\u00e4llet vara till nytta f\u00f6r f\u00f6rst\u00e5else och f\u00f6r att tydligg\u00f6ra pedagogiken. Att vara explicit och tydlig \u00e4r essensen f\u00f6r att alla elever ska lyckas. Exponera elevernas alster \u00e4r ocks\u00e5 ett medel att \u00f6ka deras motivation (Berger i Sherrington 2020) Om vi vill lyckas i klassrummet m\u00e5ste vi tro p\u00e5 undervisningen som en kollektiv process. Kulturen och den sociala arenan i rummet \u00e4r v\u00e5rt fr\u00e4msta medel f\u00f6r inkludering och effektiv undervisning. Vi m\u00e5ste se upp med att tolka diagnoser fanatiskt! <\/p>\n\n\n\n

\"\"
Intryck \u00e4r bra med ordning i klassrummet<\/figcaption><\/figure>\n\n\n\n

Bennett Tom (2020) Running the rom, the teachers guide to behaviour. John Catt Education<\/p>\n\n\n\n

Sherrington Tom & Caviglioli (2020) Teaching WalkThrus: Visual Step-By-Step Guides to Essential Teaching Techniques, John Catt Education<\/p>\n\n\n\n

Shimamura, Arthur (2018) MARGE
A Whole-Brain Learning
Approach for Students and Teachers
https:\/\/shimamurapubs.files.wordpress.com\/2018\/09\/marge_shimamura.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"

Då jag lyssnar på skoldebatten hör jag röster som vill minska på intryck pga att vissa elever är känsliga. Pratet om NPF-säkring påminner mig om myten om lärstilar som kommersialiserades stort på 90-talet. I sin värsta form tolkades lärstilarna som…<\/p>\n

Read more →<\/a><\/p>\n","protected":false},"author":1,"featured_media":5294,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[1],"tags":[28,42,54],"class_list":["post-5314","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-1-3","tag-bild","tag-skolkultur","tag-specialpedagogik"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2021\/05\/img_2971-scaled.jpg?fit=2560%2C1920&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-1nI","jetpack-related-posts":[{"id":4987,"url":"https:\/\/kulturpedagogik.se\/?p=4987","url_meta":{"origin":5314,"position":0},"title":"H\u00f6gl\u00e4sning, h\u00f6gl\u00e4sning och hur vi kommer dit.","author":"Maria B Hurtig","date":"1 maj, 2020","format":false,"excerpt":"Att l\u00e4sa h\u00f6gt \u00e4r bra genom hela skoltiden. 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