Hyry-Beihammer y Hascher (2015) — pasajes subrayados

Esta es la nota de detalle de Hyry-Beihammer y Hascher (2015): aquí están los pasajes que subrayé en el PDF, uno por uno, con mi comentario. La nota principal es el resumen concreto; esta sirve cuando quieras citar o volver al texto.

Pasajes subrayados por color

Resumen: 16 anotaciones aplicadas (azul 2, amarillo 3, morado 2, verde 3, rojo 3, naranja 3). Se indica la página impresa y, entre corchetes, la página física del PDF.

🔵 Definiciones / conceptos operativos

• «Cornish (2006b) also describes “within-grade grouping”, “cross-grade grouping”, and “peer tutoring”; these are practices in which students help one another.» (p. 106 [PDF 3]) Mi nota: Conceptos operativos: agrupamiento dentro del grado, entre grados y tutoría entre pares. Te sirven para nombrar prácticas en tus sedes.
• «Conceptually, we define the term teaching practice as referring to all the practices teachers use for planning teaching and for instruction in multi-grade classes.» (p. 106 [PDF 3]) Mi nota: Definición de práctica de enseñanza en multigrado: incluye planear y enseñar. Útil para delimitar qué observarás en la fase de observación.

🟡 Ideas principales

• «This statement indicates that cross-age helping requires a specific learning environment that can be developed through a reduction of teacher control of the learning situation (as in free work) or through teacher structuring (such as cross-age grouping).» (p. 109 [PDF 6]) Mi nota: La ayuda entre edades no es automática: hay que diseñar el ambiente. Tu modelo y el ecosistema digital pueden estructurar esos momentos.
• «Two main strategies can be identified. One strategy involves reducing or overcoming the heterogeneity of students as much as possible through teaching practices such as parallel curricula, curriculum rotation, and whole-class teaching.» (p. 110 [PDF 7]) Mi nota: Primera familia de estrategias: reducir la heterogeneidad. Te sirve como categoría para analizar las prácticas actuales de tus sedes.
• «A different approach uses practices that capitalize on the heterogeneity of the students but also reduce teaching demands, such as peer tutoring, personal work plans, or free work.» (p. 110 [PDF 7]) Mi nota: Segunda familia: aprovechar la heterogeneidad y a la vez aliviar al docente. Es la dirección que conviene a tu modelo multigrado.

🟣 Metodología

• «Teacher interviews (n = 14) were collected in three small Austrian rural schools in 2013 and in two small rural schools in northern Finland from 2010 to 2012.» (p. 107 [PDF 4]) Mi nota: Diseño: 14 entrevistas en cinco escuelas rurales pequeñas. Muestra pequeña; cítalo como estudio cualitativo, no como generalización.
• «In two of the Austrian schools, there were two multi-grade classes and two class teachers, with about 25–30 students from preschool to the 4th grade (children five to ten years old). In the third school, all of its 11 students from preschool to the 4th grade formed one class with one teacher and a part-time teacher.» (p. 107 [PDF 4]) Mi nota: Escuelas con preescolar y primaria juntos, una con 11 niños y un docente. Es lo más parecido a tus sedes dentro del estudio.

🟢 Confirmaciones / respaldo empírico

• «The discussion of multi-grade teaching has often addressed the question of whether students’ learning results are better in single-grade classes or in multi-grade classes, but studies have generally not found significant differences between these two forms (e.g., Veenman, 1995; Åberg-Bengtsson, 2009; Lindström & Lindahl, 2011).» (p. 105 [PDF 2]) Mi nota: Respaldo citado por las autoras: no hay diferencias significativas de aprendizaje entre multigrado y grado único. Útil contra la mirada deficitaria de tus sedes.
• «The dominant practice in teaching mathematics and (native) language in both countries (used by all teachers expect one Austrian and two Finnish teachers) was the parallel curriculum, meaning that both grades are taught the same subject but have different assignments.» (p. 108 [PDF 5]) Mi nota: En matemáticas y lengua domina el currículo paralelo: misma materia, tareas distintas por grado. Compara con lo que hacen tus maestros en esas áreas.
• «“What I find particularly charming is that the older students learn how to mix gently with the younger students, always standing by them and helping them, and I find that this is worth its weight in gold” (Bettina (A)).» (p. 109 [PDF 6]) Mi nota: Testimonio sobre la ayuda de los mayores a los menores. Respalda la tutoría entre edades como recurso de tu modelo.

🔴 Contradicciones / tensiones / límites

• «The results indicate that only a few of the small schools under investigation utilize the possibilities of heterogeneous multi-grade classes; instead, teaching is organized such that each grade works mainly on its own assignments (Raggl, 2011).» (p. 105 [PDF 2]) Mi nota: Tensión: aun en Europa casi todas las escuelas pequeñas trabajan por grados separados. Pregunta en tu observación si en tus sedes pasa lo mismo.
• «However, one cannot realistically expect individual teachers to adapt the available teaching material for that purpose, in addition to all their other work (Little, 2001).» (p. 111 [PDF 8]) Mi nota: No se puede pedir a cada docente que adapte solo los materiales. Justifica que tu modelo ofrezca materiales y apoyo desde la institución.
• «Firstly, our sample size was small, and the teachers were from a very specific group, namely teachers in small rural schools at the primary school level. Based on our research, we cannot assume that their teaching practices are representative for multi-grade classes.» (p. 111 [PDF 8]) Mi nota: Límite declarado: muestra pequeña y no representativa. Cítalo con esa cautela en tus antecedentes.

🟠 Citas textuales «para usar»

• «She compared her current teaching with her experience in an urban school where she had taught 30 students in the same grade: “Actually, I had 30 different learners … The situation here is not much different.”» (p. 109 [PDF 6]) Mi nota: Frase citable: en cualquier aula hay variabilidad. Conecta con el DUA como variabilidad, nunca con estilos de aprendizaje.
• «They are grounded on the idea that heterogeneity is normal and that the search for homogeneity is a false friend for instruction;» (p. 110 [PDF 7]) Mi nota: Frase citable para tu marco de diversidad: la heterogeneidad es lo normal y la homogeneidad es un falso amigo.
• «We expect that good multi-grade teaching practices such as those suggested above would serve single-grade classes equally well, since every class is characterized by heterogeneity (e.g., with regard to age, gender, interests, aptitudes, and experiences).» (p. 111 [PDF 8]) Mi nota: Las buenas prácticas multigrado sirven a cualquier aula. Argumento para presentar tus sedes como fuente de saber pedagógico.