You may think you really have to understand something in order to explain it. But observe what happens when you are talking to other people about what you are studying. You’ll be surprised to see how often understanding arises as a consequence of attempts to explain to others and yourself, rather than the explanation arising out of your previous understanding.
― Barbara Oakley, A Mind for Numbers: How to Excel at Math and Science
How much of the “talk time” in your class is your lecturing, compared to student-led discussion? Do students have opportunities to teach and learn from one other? To work in teams? It’s easy to have the impression that you’re speaking very little, only to find that you’re talking most of the time. Use your phone to video one of your typical classes, and be rigorous in determining your percentage of “air time.” If it is more than 20 percent, figure out how to restructure your class.
― Tony Wagner Lenhart, Most Likely to Succeed
Objetivo: obtener grupos diversificados y con los recursos repartidos
Uno lo puede formar los grupos
Elementos a tener en cuenta: