Euskadi confirma el fracaso de PISA 2015 en resolucion colaborativa de problemas.

Los alumnos de Madrid y Castilla y León, los que mejor trabajan en equipo

Las chicas son más colaborativas que los chicos en el aula en todos los países de la OCDE

¿Cómo colaboran los alumnos en las aulas? ¿Qué tal se les da trabajar en equipo, resolver problemas en grupo? El informe PISA, la evaluación internacional más conocida del mundo, lo ha medido por primera vez entre los estudiantes de 15 años que realizan sus pruebas. España, con 496 puntos, roza la media de los países analizados como ya le ocurre con las materias clásicas de este examen global. Las dos comunidades en las que los alumnos se desenvuelven mejor en este ámbito son Madrid (519) y Castilla y León (517). Las que peor, EUSKADI (484), Andalucía (483) y Extremadura (474). En todos los países de la Organización para la Cooperación y Desarrollo Económico (OCDE), las chicas tienen más habilidades para colaborar que los chicos.

Collaborative problem solving - Key findings from EduSkills OECD

PISA 2015 Results(Volume V)COLLABORATIVE PROBLEM SOLVING

(...)Las niñas muestran actitudes más positivas hacia las relaciones, lo que significa que tienden a estar más interesadas en las opiniones de los demás y quieren que otros tengan éxito. Los niños, por otro lado, son más propensos a ver los beneficios instrumentales del trabajo en equipo y cómo la colaboración puede ayudarlos a trabajar de manera más efectiva y eficiente.

En cuanto al estatus socioeconómico, los estudiantes desfavorecidos ven el valor del trabajo en equipo con más claridad que sus compañeros favorecidos. Tienden a informar con mayor frecuencia que el trabajo en equipo mejora su propia eficiencia, que prefieren trabajar como parte de un equipo que hacerlo solo y piensan que los equipos toman mejores decisiones que las personas a nivel individual.

• PISA 2015. Informe Español. La Resolución Colaborativa de ProblemasEnlace externo, se abre en ventana nueva 

Tablas de las figuras 

• Ejemplo de unidad: Resolución Colaborativa de Problemas

- Documento en español: XandarEnlace externo, se abre en ventana nueva 

How PISA measures students’ ability to collaborate

How does PISA measurestudents’ ability to collaborate?

Results from the PISA 2015 collaborative problem-solving assessment will be released on 21 November 2017.

Solving unfamiliar problems on one’s own is important, but in today’s increasingly interconnected world, people are often required to collaborate in order to achieve their goals. Teamwork has numerous benefits, from a diverse range of opinions to synergies among team members, and assigning tasks to those who are best suited to them.

Collaboration can also be fraught with difficulties. Instead of dividing tasks effectively, one team member might reproduce another’s work. Interpersonal tension and poor communication might also prevent the team from achieving its full potential. Working with others is a skill that might not be natural to everyone, but it can be developed with time and practice.

Every three years, PISA measures students’ ability to apply their knowledge in three core subjects – science, reading and mathematics – to familiar settings. These competencies, however, are not sufficient to thrive in life. Hence, PISA 2015 – for the first time ever in any international assessment – measures students’ ability to solve problems collaboratively in 52 education systems around the world.

So what should you look out for in late November when the collaborative problem-solving results are made public? Among other things:

 • Which country or economy has the highest average score in collaborative problem solving?

• As in PISA 2012, there is likely to be a positive relationship between performance in science, reading and mathematics, and performance in collaborative problem solving. If we compare students across different education systems who perform similarly in the three core PISA subjects, in which systems do students have the highest collaborative problem-solving performance?

 • Do boys or girls perform better in collaborative problem solving?

 • What are students’ attitudes towards collaboration?

 • Are there certain student behaviours or school policies associated with better performance in collaborative problem solving or with more positive attitudes towards co-operation?

How PISA Is Changing to Reflect 21st Century Workforce Needs and Skills

Andreas Schleicher, the director for the Directorate of Education and Skills at the OECD, believes he has the answers. “We look very carefully at how the world and the skills that people need are changing and then we try to reflect that in our measure,” says the German statistician who has been involved with PISA since its beginning.

We look at the skills that are important for the success of people and we make sure this is appropriate for the 80 countries that take part of PISA.

Interview

Technology can always make good teaching better, but it cannot replace poor teaching. Putting technology on top of traditional teaching will not improve traditional teaching.

Collaborative problem solving (CPS)

 Skills for Social Progress

Students, Computers and Learning

Low-Performing Students

Why They Fall Behind and How To Help Them Succeed 

PISA Estudiantes de bajo rendimiento 

POR QUÉ SE QUEDAN ATRÁSY CÓMO AYUDARLES A TENER ÉXITO

How well are teachers doing in solving problems using ICT?

How well are teachers doing in solving problems using ICT? 

The most recent Education Indicators in Focus brief compares teachers’ ICT and problem-solving skills with those of the working population as a whole and with other tertiary-educated professionals. 

New generations of teachers who are better trained and who participate in professional development activities throughout their careers will probably be able to adopt innovative practices that are more suited to 21st-century learning environments. Governments should not blame older teachers for having poor problem-solving and ICT skills; equally, they cannot afford to miss the opportunity to fill the teaching posts left vacant by retirees with younger, more tech-savvy problem solvers. -

Innovative Teaching for Effective Learning (ITEL) - Teacher Knowledge Survey

Learning by heart may not be best for your mind - PISA in focus 2012

Learning by heart may not be best for your mind

by Alfonso Echazarra

Analyst, Directorate for Education and Skills



- See more at: http://oecdeducationtoday.blogspot.com.es/2016/03/learning-by-heart-may-not-be-best-for.html#sthash.6FwMGLgm.dpuf

In some situations, memorisation is useful, even necessary. It can give students enough concrete facts on which to reflect; it can limit anxiety by reducing mathematics to a set of simple facts, rules and procedures; and it can help to develop fluency with numbers early in a child’s development, before the child is asked to tackle more complex problems. But to perform at the very top, 15-year-olds need to learn mathematics in a more reflective, ambitious and creative way – one that involves exploring alternative ways of finding solutions, making connections, adopting different perspectives and looking for meaning. So yes, you can use your memory; just use it strategically, lest Einstein call you a fool.

- See more at: http://oecdeducationtoday.blogspot.com.es/2016/03/learning-by-heart-may-not-be-best-for.html#sthash.6FwMGLgm.dpuf

PISA in Focus No. 61: Is memorisation a good strategy for learning mathematics?

 by Alfonso Echazarra - 

Fewer 15-year-olds in East Asian countries reported that they use memorisation than did 15-year-olds in some of the English-speaking countries to whom they are often compared.

 • In no PISA-participating education system did boys report more intensive use of memorisation than girls when learning mathematics.

• Memorisation as a learning strategy may work with easy problems, but it is unlikely to be effective if it is the only strategy used when confronted with complex mathematics problems.

 the test

EXPLORE PISA 2012 MATHEMATICS, PROBLEM SOLVING AND FINANCIAL LITERACY TEST QUESTIONS

Pisa in focus en español

PISA 2012ITEMS DIGITALES LIBERADOS 

PISA 2012. Item digital liberatuak. Problemen ebazpena. Matematikarako eta Irakurtzeko konpetentziak.

What computer skills can do for you

What computer skills can do for you

by Andreas Schleicher
Director, Directorate for Education and Skills