V podporno mrežo učencem s posebnimi potrebami v vključujoči šoli spada tudi medvrstniška učna pomoč, imenovana medvrstniško tutorstvo (Wright, 2004; Jereb, 2011b), ki se je izkazala kot učinkovita metoda dela predvsem v fazi urjenja veščin (Eaton, 2004, v Kavkler, 2009), posebej pri matematiki (Kalkowski, 2001, na
http://www.readingrockets.org). Poštevanka je eno temeljnih matematičnih deklarativnih znanj, vendar pa avtomatizacija aritmetičnih dejstev množenja nekaterim učencem z učnimi težavami pri aritmetiki povzroča največ težav. Potrebujejo časovno krajšo, vsakodnevno oziroma pogosto intenzivno vadbo (Magajna, Kavkler, Čačinovič Vogrinčič, Pečjak in Bregar Golobič, 2008c) z razvojni stopnji primerno strategijo računanja in zanimivimi učnimi pripomočki (Kavkler, 2002). Medvrstniška učna pomoč oz. medvrstniško tutorstvo jim vse to omogoča. Ta je lahko na šoli organizirana tudi v sklopu prostovoljskega udejstvovanja učencev. Uspešna medvrstniška učna pomoč je dobro načrtovana in ustrezno izvajana, prostovoljci-tutorji, ki nudijo pomoč, pa deležni stalne podpore in kakovostnega začetnega usposabljanja (Wright, 2004; Eaton 2004, v Kavkler, 2009). V vseh fazah organiziranega prostovoljstva je mentor ključna oseba, njegova glavna naloga pa je vodenje, usposabljanje in spodbujanje prostovoljcev (Gladek, 2015). Empirični del diplomske naloge zaobsega predstavitev ciklusa organiziranega prostovoljstva na šoli v namene medvrstniške učne pomoči učencem s težavami pri avtomatizaciji poštevanke. Kot specialna in rehabilitacijska pedagoginja sem prevzela vlogo zunanje mentorice in vodila deset prostovoljk iz višjih razredov pri nudenju učne pomoči štirinajstim tretješolcem. Želela sem ugotoviti, ali projekt medvrstniške učne pomoči doprinese k napredku v avtomatizaciji poštevanke in s tem predstavlja pomembno podporno strategijo specialnopedagoškega dela. Obenem pa sem želela raziskati, ali in kako lahko specialni in rehabilitacijski pedagog na osnovni šoli organizira medvrstniško učno pomoč v vseh njenih fazah ter vključi elemente supervizije v vodenje prostovoljcev, s katerimi vprašanji in težavami se ob tem sreča, kako jih lahko učinkovito razreši in kaj s tem delom pridobi. Za sprotno in končno spremljanje procesa in učinkov akcijske raziskave sem uporabila različne tehnike raziskovanja. Prostovoljke so vodile dnevniške zapise. Pri učencih smo pred začetkom in ob zaključku projekta preverili znanje poštevanke. Za konec sem pripravila tri različne anketne vprašalnike za obe sodelujoči skupini učencev in razredne učiteljice. Veliko podatkov sem med izvajanjem projekta zbrala z opazovanjem in individualnimi ter skupinskimi razgovori. Medvrstniška učna pomoč je dejansko prispevala k napredku v avtomatizaciji poštevanke pri tretješolcih in se izkazala za učinkovito dopolnitev specialnopedagoškega dela, saj poleg učnih rezultatov prinaša pomembne psihosocialne učinke na obe skupini vključenih učencev. Vpliva tudi na poučevalno prakso v razredu. Kot mentorica sem se naučila predvsem prepuščati odgovornost za opravljanje dela prostovoljkam, ki sem jim zato po drugi strani morala nuditi ogromno podpore in spodbud, kar se je pokazalo za izziv zaradi tega, ker sem prihajala v ustanovo kot zunanja sodelavka. Potrdilo se je, da medvrstniška učna pomoč razvija pozitivno šolsko klimo, podpira proces inkluzije (Gerber in Kaufman, 1981, Gaustad, 1993, Kalkovski, 2001, na
http://www.readingrockets.org) in dobro poučevalno prakso ter učinkovito dopolnjuje primarne strategije pomoči učencem z učnimi težavami (Mikuš Kos, 2002a), katerih izvajalec je specialni in rehabilitacijski pedagog. Z vidika prostovoljstva pa udeležene uči strpnosti, sodelovanja, sprejemanja različnosti in medsebojne solidarnosti (Gladek, 2015).
| Language: | English |
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| Title: | Cross-age assistance in learning multiplication tables |
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| Abstract: |
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The network support for pupils with special needs in an inclusive school includes cross-age learning assistance called cross-age tutoring (Wright, 2004; Jereb, 2011b), which has proven as an effective method of work, particularly in the phase of training skills (Eaton, 2004, in Kavkler, 2009), especially in Mathematics (Kalkowski, 2001, on http://www.readingrockets.org). Multiplication is one of the fundamental mathematical declarative knowledge, but automation of arithmetic multiplication facts for some students with learning difficulties causes the most problems in arithmetic. They need a shorter time, daily or frequent intense exercise (Magajna, Kavkler, Čačinovič Vogrinčič, Pečjak in Bregar Golobič, 2008c) to the developmental stage appropriate strategy computation and interesting teaching aids (Kavkler, 2002). Cross-age learning assistance or cross-age tutoring makes all this possible. This may be organized at school as a part of voluntary participation of the students. Successful cross-age learning assistance is well-designed and properly implemented, volunteers-tutors, who offer help have continued support and quality initial training (Wright, 2004; Eaton 2004, in Kavkler, 2009). In all phases of organized voluntairness a tutor is a key figure, his main task is to manage, train and motivate volunteers (Gladek, 2015). The empirical part of the thesis includes representation of the cycle organized volunteering at the school for the purpose of cross-age learning support for pupils with difficulties in the automation of multiplication. As a special education teacher I took the role of an external mentor and led ten volunteers from the higher grades in providing learning assistance to fourteen third graders. I wanted to find out whether the cross-age learning project contributes to progress in automation of multiplication and presents an important support strategy for special education work. At the same time I wanted to explore whether and how a special education teacher at the elementary school organizes cross-age learning assistance in all its phases and includes elements of supervision in the management of volunteers, which issues and problems along the way he meets, how they can be solved and what this work is obtained. I used a variety of research techniques for real-time and final monitoring the process and the effects of the action research. Volunteers led logs. We verified the knowledge of multiplication table at the beginning and at the end of the project. I also prepared three different questionnaires for the two cooperating groups of pupils and class teachers. During the project I have collected a lot of data by observing and individual and group interviews. Cross-age learning assistance has actually contributed to progress in automation of multiplication by third graders and proved as an effective supplement for special education work, because in addition to learning outcomes brings significant psychosocial effects in both groups of pupils. It also affects teaching practice in the classroom. As a mentor, I learned mostly that I had to give responsibility to volunteers, therefore on the other hand I had to provide them tremendous support and stimulation, which has proved to be a challenge because I came as an external collaborator. It was confirmed that the cross-age learning assistance develops a positive school climate, supports the process of inclusion (Gerber and Kaufman, 1981, Gaustad, 1993, Kalkovski, 2001, on http://www.readingrockets.org), good teaching practice and complements primary strategies of help students with learning difficulties (Mikuš Kos, 2002a), where the performer is a special education teacher. From the voluntairness point of view it teaches participants tolerance, cooperation, acceptance of diversity and mutual solidarity (Gladek, 2015).
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| Keywords: | action research |
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