https://www.youtube.com/watch?v=OZU7HMV4fNA
viernes, 17 de octubre de 2025
miércoles, 15 de octubre de 2025
ZOMBIES EN LA ESCUELA
El año pasado terminé la escuela y ahora trato de entender lo que sentí en esos años. Y casi todos mis amigos, fueran de la escuela que fueran, sentían lo mismo. Me sentía preso, preso en la escuela.
Y creo que sentía eso porque todos los días en la escuela eran más o menos iguales: la clase era: entrar al aula y quedarnos ahí sentados escuchando al profesor, copiando lo que escribía en el pizarrón, para después repetir las cosas en la prueba.
Todos los días, durante muchas horas, por varios años:
Pizarrón, carpeta, prueba… Pizarrón, carpeta, prueba.
Cuando estábamos en la escuela, lo único que queríamos era que suene el timbre para que sea la hora de irnos. Pero cuando salíamos, casi siempre estábamos cansados, apagados.
Zombies, con ganas de no hacer nada más que jugar con el celular.
*******
En la materia Matemática hacíamos cosas como estas, porque todo se resolvía siempre igual, recitando:
"Más por menos es menos, menos por menos es… más..."
"Lo que está sumando, pasa restando; lo que está multiplicando pasa... dividiendo."
Y para aprender a hacer estos ejercicios, había que hacer varios hasta acordarse el procedimiento.
Hace algunos años, durante una de estas clases, pregunté para qué servía todo esto. Me respondieron mis compañeros:
“Para aprobar matemática. ¿Para qué más va a ser?”
*******
En otros casos, para resolver estos acertijos había que ir probando distintos caminos, fallar, usar la creatividad y compartir ideas con otros, como pasa en la vida real. Y ahí aprendíamos matemática, pero no de memoria, sino aprendiendo a pensar.
La escuela nos acostumbra a que si no vimos cómo resolver algo puntual, entonces no lo podemos resolver, y no tenemos nada para hacer más que rendirnos: “No sé, nunca vi esto en la escuela, no sé cómo se resuelve.”
La vida real así no funciona.
También nos pasa, que cuando tenemos que elegir qué hacer después, muchas veces ya somos zombies y no elegimos por nuestras pasiones, porque la escuela nos apaga.
Podemos hacer cambios, todos nosotros, escuela, chicos y padres.
Podemos encontrar muchas más oportunidades para lograr que la escuela no sea copiar y repetir, que no sea “para aprobar”. Que, en vez de “pizarrón, carpeta, prueba”, sea “elegir, explorar, aprender.”
Y así, en vez de que la escuela nos haga zombies, nos despierte.
Juli GARBULSKY
https://www.youtube.com/watch?v=g6zBmBUOMhY
¿Crees que "el Inglés es difícil..."? Mira la siguiente imagen...
Video: Zombies en la escuela
SUCCESSFUL STUDENTS
10 HABITS OF HIGHLY SUCCESSFUL STUDENTS
The college experience is a wonderful process in self-discovery and self-development. It affords students the opportunity to take an in-depth analysis of their strengths and weaknesses in order to discover their individual talents and areas of expertise.
To successfully navigate through the college maze, there are several areas students must be able to manage to reach graduation.
Listed below are ten habits of highly successful students that will ease the collegiate journey:
1. Begin with the end in mind: Graduation!
Integrate your learning inside and outside the classroom.
Employers want well-rounded students.
Goal: college degree!
2. Manage your time.
Utilize your time wisely on a daily basis.
Those blocks of time outside of class need to be scheduled for studying.
3. Learning is a lifelong process.
Realize that each course you encounter will help you with self-knowledge.
Slowly build upon your skills, first in one area and then another.
4. Focus your energy on positive actions you have completed on a daily basis.
Reflect daily on those actions you have completed that have positive outcomes.
Do not make the mistake of spending valuable time feeling sorry for yourself.
Take action to make positive change. It is up to you to define success.
5. Dress for success and always do quality work.
Your appearance both inside and outside of class can have a lasting impact on your academic success. Appropriate dress during class and university programs will have a lasting impression on some instructors as well as prepare you for the working world outside of campus.
6. Understand how your strengths and weaknesses impact your college success.
College is a process. Discover the things you do well and those you do not.
Go to student services offices that offer an array of programs that can assist in you developing a student success plan.
7. Do not be afraid to admit you need help, then go get it.
Some material will be difficult and challenging. Not getting help will ensure you will fail!
Make an appointment to see your instructor and ask them about strategies or additional resources that may help. Visit your campus tutorial program at Learning Support Services.
8. Keep all-important documents in a designated file.
Make a habit of keeping all important documents in a folder or box in one designated place in your room. These documents should include:
a. Course registration forms.
b. Business office receipts.
c. Copy of all important papers. Update them every semester.
d. University memos that affect your plan of study.
e. Documents from your departmental advisors.
f. Grades
g. Transcripts.
h. Book store receipts.
i. Catalog in which you entered the university.
j. Student handbook.
k. All financial aid/scholarship materials.
9. Your academic catalog and student handbook are your bibles.
Commit the information contained in these two documents to memory.
Make sure you understand the curriculum course of study for your degree.
Always read your campus e-mail and check your mailbox.
10. You are the captain of your ship.
Find your inner spirit and personal gifts. This will sustain you through rough waters and obstacles you will encounter –not only in college, but throughout life.
There is nothing else like the college experience, except one that ends with you receiving your degree.
Good luck and do succeed!
Off to College: A guide for college bound students
Dr. Felicia C. Harris
https://uh.edu/ussc/launch/services/handouts/handouts/10-habits-of-highly-successful-students.pdf
domingo, 12 de octubre de 2025
¿Por qué no lees?
El primer paso para acercarse a la lectura es formularse la pregunta:
"¿Para qué me sirve leer?"
Un
texto, cualquiera que sea, cuenta una historia y cuando lees, tienes
acceso a ellas.
Puedes leer sobre química, matemáticas,
biología o lo que quieras, que además de proporcionarte información, te
permite comprender el mundo que te rodea
Excusas...
No tengo tiempo.
Son muchos libros.
En mi casa no puedo leer.
Es muy difícil.
No le entiendo.
No quiero hacer la tarea.
En mi casa no hay libros.
Mis amigos no leen.
Están muy largos.
No me gusta leer.
Tengo mucha tarea...
https://pruebat.org/Inicio/ConSesion/Breves/verBreve/1404-por-que-cada-vez-hay-menos-lectores
https://www.uaeh.edu.mx/scige/boletin/prepa4/n10/e5.html
viernes, 10 de octubre de 2025
05 CRITICAL READING VS CRITICAL THINKING
CRITICAL READING V. CRITICAL THINKING
We can distinguish between critical reading and critical thinking in the following way:
Critical reading is a technique for discovering information and ideas within a text.
Critical thinking is a technique for evaluating information and ideas, for deciding what to accept and believe.
Critical reading refers to a careful, active, reflective, analytic reading.
Critical thinking involves reflecting on the validity of what you have read in light of our prior knowledge and understanding of the world.
For example, consider the following (somewhat humorous) sentence from a student essay:
“Parents are buying expensive cars for their kids to destroy them.”
As the terms are used here, critical reading is concerned with figuring out whether, within the context of the text as a whole, “them” refers to the parents, the kids, or the cars, and whether the text supports that practice.
Critical thinking would come into play when deciding whether the chosen meaning was indeed true, and whether or not you, as the reader, should support that practice.
By these definitions, critical reading would appear to come before critical thinking: only once we have fully understood a text (critical reading) can we truly evaluate its assertions (critical thinking).
The Two Together in Harmony
In actual practice, critical reading and critical thinking work together.
Critical thinking allows us to monitor our understanding as we read. If we sense that assertions are ridiculous or irresponsible (critical thinking), we examine the text more closely to test our understanding (critical reading).
Conversely, critical thinking depends on critical reading. You can think critically about a text (critical thinking), after all, only if you have understood it (critical reading). We may choose to accept or reject a presentation, but we must know why.
We have a responsibility to ourselves, as well as to others, to isolate the real issues of agreement or disagreement.
Only then can we understand and respect other people’s views. To recognize and understand those views, we must read critically.
The Usefulness of the Distinction
If critical thinking and critical reading are so closely linked, why is this still a useful distinction?
The usefulness of the distinction lies in its reminder that we must read each text on its own merits, not imposing our prior knowledge or views on it. While we must evaluate ideas as we read, we must not distort the meaning within a text. We must not allow ourselves to force a text to say what we would otherwise like it to say or we will never learn anything new!
Reading Critically: How Well Does the Text Do What It Does
We can think of a writer as having taken on a job. No matter what the topic, certain tasks must be done:
• a specific topic must be addressed
• terms must be clearly defined
• evidence must be presented
• common knowledge must be accounted for • exceptions must be explained
• causes must be shown to precede effects and to be capable of the effect
• conclusions must be shown to follow logically from arguments and evidence.
As critical readers and writers, we want to assure ourselves that these tasks have been completed in a complete, comprehensive, and consistent manner. Only once we have determined that a text is consistent and coherent can we then begin to evaluate whether or not to accept the assertions and conclusions.
Thinking Critically: Evaluating the Evidence
Reading to see what a text says may suffice when the goal is to learn specific information or to understand someone else’s ideas. But we usually read with other purposes.
We need to solve problems, build roads, write legislation, or design an advertising campaign. We must evaluate what we have read and integrate that understanding with our prior understanding of the world. We must decide what to accept as true and useful.
As readers, we want to accept as fact only that which is actually true. To evaluate a conclusion, we must evaluate the evidence upon which that conclusion is based. We do not want just any information; we want reliable information. To assess the validity of remarks within a text, we must go outside a text and bring to bear outside knowledge and standards.
viernes, 3 de octubre de 2025
04 CRITICAL READING
Critical reading applies to non-fiction writing in which the author puts forth a position or seeks to make a statement. Critical reading is active reading. It involves more than just understanding what an author is saying. Critical reading involves questioning and evaluating what the author is saying and forming your own opinions about what the author is saying. Here are the things you should do to be a critical reader.
Consider the context of what is written. You may be reading something that was written by an author from a different cultural context than yours. Or, you may be reading something written some time ago in a different time context than yours. In either case, you must recognize and take into account any differences between your values and attitudes and those represented by the author.
Question assertions made by the author. Don’t accept what is written at face value. Before accepting what is written, be certain that the author provides sufficient support for any assertions made. Look for facts, examples, and statistics that provide support. Also, look to see if the author has integrated the work of authorities.
Compare what is written with other written work on the subject. Look to see that what is written is consistent with what others have written about the subject. If there are inconsistencies, carefully evaluate the support the author provides for the inconsistencies.
Analyze assumptions made by the author. Assumptions are whatever the author must believe is true in order to make assertions. In many cases, the author’s assumptions are not directly stated. This means you must read carefully in order to identify any assumptions. Once you identify an assumption, you must decide whether or not the assumption is valid.
Evaluate the sources the author uses. In doing this, be certain that the sources are credible. For example, Einstein is a credible source if the author is writing about landmark achievements in Physics. Also be certain that the sources are relevant. Einstein is not a relevant source when the subject is poetry. Finally, if the author is writing about a subject in its current state, be sure that the sources are current. For example, studies done by Einstein in the early 20th century may not be appropriate if the writer is discussing the current state of knowledge in physics.
Identify any possible author bias. A written discussion of American politics will likely look considerably different depending on whether the writer is a Democrat or a Republican. What is written may very well reflect a biased position. You need to take this possible bias into account when reading what the author has written. That is, take what is written with “a grain of salt”.
miércoles, 1 de octubre de 2025
EXTRA ESTUDIANTES Y TELÉFONOS — ¿Y los demás?
Abuso del móvil en estudiantes: perfiles de victimización y agresión
María Isabel Polo / Santiago Mendo / Benito León / Elena Felipe
La gran mayoría de jóvenes disponen de teléfono móvil, convirtiéndose en un objeto imprescindible en su vida, que ha desplazado los espacios de socialización tradicionales por espacios virtuales. Es utilizado por ellos, durante muchas horas, en detrimento de su funcionamiento psicológico y social, mostrando mayor vulnerabilidad a su uso abusivo o excesivo, y mayor propensión a convertirse en un uso problemático o adictivo.
En este trabajo se pretende estudiar las repercusiones sociales, personales y comunicacionales del abuso del móvil de los estudiantes universitarios, y profundizar en los diferentes perfiles del ciberacoso, analizando quién presenta más problemas personales y sociales con el uso del móvil: ¿víctimas o agresores? También si el número de horas de uso del móvil tiene un efecto sobre dichos problemas.
La muestra (1200 estudiantes) fue seleccionada mediante muestreo polietápico por conglomerados de entre las distintas Facultades de la Universidad de Extremadura. Los datos fueron obtenidos a través de las Escalas de Victimización (CYB-VIC) y Agresión (CYB-AGRES) a través del Teléfono Móvil y el Cuestionario de Experiencias relacionadas con el Móvil (CERM).
Los resultados muestran que el uso abusivo del móvil genera conflictos en los jóvenes de ambos sexos; aunque las chicas manifiestan más problemas comunicacionales y emocionales que los chicos.
Además, la edad, el campo de conocimiento, el perfil víctima — agresor y las horas de uso del móvil son variables determinantes sobre los conflictos comunicacionales y emocionales derivados del uso abusivo del móvil.
* * * * * * * * * *
Revista adicciones, vol. 29, núm. 4, 2017, pp. 245-255
Sociedad Científica de Estudios sobre el Alcohol, el Alcoholismo y las otras Toxicomanías
Suscribirse a:
Comentarios (Atom)