{"id":4520,"date":"2024-01-15T06:20:10","date_gmt":"2024-01-15T05:20:10","guid":{"rendered":"https:\/\/www.psanihrave.cz\/blog\/?p=4520"},"modified":"2024-01-15T17:24:50","modified_gmt":"2024-01-15T16:24:50","slug":"uspesne-zajisteni-kazdodenni-motivace-zaku-a-objektivniho-znamkovani-z-psani","status":"publish","type":"post","link":"https:\/\/www.psanihrave.cz\/blog\/skoly\/pripadove-studie\/uspesne-zajisteni-kazdodenni-motivace-zaku-a-objektivniho-znamkovani-z-psani\/","title":{"rendered":"P\u0159\u00edpadov\u00e1 studie: \u00dasp\u011b\u0161n\u00e9 zaji\u0161t\u011bn\u00ed ka\u017edodenn\u00ed motivace \u017e\u00e1k\u016f a objektivn\u00edho zn\u00e1mkov\u00e1n\u00ed z psan\u00ed"},"content":{"rendered":"

V dne\u0161n\u00ed digit\u00e1ln\u00ed \u00e9\u0159e je kl\u00e1vesnice neodmyslitelnou sou\u010d\u00e1st\u00ed na\u0161ich \u017eivot\u016f, a t\u00edm p\u0159ich\u00e1z\u00ed i d\u016fle\u017eitost dovednosti psan\u00ed v\u0161emi deseti. U\u010ditel ICT z Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod, pan Ing. Adam Ferencz, p\u0159istoupil k v\u00fdzv\u011b p\u0159ipravit sv\u00e9 \u017e\u00e1ky na studijn\u00ed a profesn\u00ed praxi s v\u00fdhodou dovednosti psan\u00ed na kl\u00e1vesnici, a to prost\u0159ednictv\u00edm kreativn\u00edho p\u0159\u00edstupu. V tomto \u010dl\u00e1nku se dozv\u00edte, jak\u00e9ho a na \u00fapln\u00e9m konci uvid\u00edte jeho postup krok za krokem.<\/p>\n

<\/h3>\n

V\u00fdzva<\/h3>\n

Tradi\u010dn\u00ed metody v\u00fduky psan\u00ed v\u0161emi deseti \u010dasto nar\u00e1\u017eej\u00ed na nedostatek motivace a anga\u017eovanosti student\u016f. <\/b>To vedlo pana Ferencze k hled\u00e1n\u00ed nov\u00fdch \u0159e\u0161en\u00ed. P\u0159itom pr\u00e1v\u011b pravideln\u00fd kr\u00e1tk\u00fd tr\u00e9nink je pro osvojen\u00ed dovednosti psan\u00ed st\u011b\u017eejn\u00ed. Pan Ferencz si toho byl v\u011bdom a rozhodl se vytvo\u0159it motiva\u010dn\u00ed syst\u00e9m hodnocen\u00ed<\/b> ve spojen\u00ed s kurzem Psan\u00ed Hrav\u011b.<\/b><\/p>\n

<\/h2>\n

\"\"Ing. Adam Ferencz,<\/strong> u\u010ditel ICT a programov\u00e1n\u00ed, Gymn\u00e1zium Havl\u00ed\u010dk\u016fv Brod<\/u><\/a>
\nInstgram: @brodskygympl<\/a><\/p>\n

Vedle sv\u00e9 pedagogick\u00e9 pr\u00e1ce se v\u011bnuje tak\u00e9 organizaci dou\u010dov\u00e1n\u00ed student\u016f
\nprost\u0159ednictv\u00edm projektu www.learningtriangle.cz<\/u><\/a><\/p>\n

<\/h2>\n

 <\/p>\n

\n

\u201eCht\u011bl jsem d\u011bti hlavn\u011b motivovat, aby se tr\u00e9ninku v\u011bnovali ka\u017ed\u00fd den. Bylo d\u016fle\u017eit\u00e9, aby si uv\u011bdomily hodnotu pravideln\u00e9 praxe a vid\u011bly, jak se jejich dovednosti zlep\u0161uj\u00ed. D\u011bti dop\u0159edu v\u011bd\u011bly, \u017ee za ka\u017ed\u00fd m\u011bs\u00edc dostanou zn\u00e1mku z psan\u00ed v aplikaci Psan\u00ed Hrav\u011b a znaly krit\u00e9ria pro jej\u00ed ur\u010den\u00ed.\u201c<\/em><\/p>\n<\/blockquote>\n

<\/h3>\n

Gamifikace pro motivaci<\/h3>\n

Propojen\u00edm kurzu Psan\u00ed Hrav\u011b se syst\u00e9mem zn\u00e1mkov\u00e1n\u00ed zalo\u017een\u00fdm na gamifikaci <\/b>vytvo\u0159il pan Ferencz prost\u0159ed\u00ed, kde ka\u017ed\u00fd den str\u00e1ven\u00fd tr\u00e9ninkem p\u0159isp\u00edv\u00e1 k celkov\u00e9 zn\u00e1mce \u017e\u00e1ka. Miln\u00edky, z\u00edsk\u00e1n\u00ed korunky, hv\u011bzdi\u010dky za bezchybnost \u2013 v\u0161e bylo promy\u0161len\u011b vyu\u017eito k motivaci student\u016f.<\/p>\n

<\/h3>\n

Strategie hodnocen\u00ed<\/h3>\n
\n

\u201eP\u0159i n\u00e1vrhu syst\u00e9mu jsem cht\u011bl zajistit, aby byl spravedliv\u00fd a transparentn\u00ed, z\u00e1rove\u0148 v\u0161ak dostate\u010dn\u011b flexibiln\u00ed, aby reflektoval individu\u00e1ln\u00ed pot\u0159eby ka\u017ed\u00e9ho studenta. V\u00fdsledky z aplikace Psan\u00ed Hrav\u011b jsem propojil se zohledn\u011bn\u00edm \u010dasu str\u00e1ven\u00e9ho p\u0159i tr\u00e9ninku opakuj\u00edc\u00edho se ka\u017ed\u00fd den. D\u00e1le jsem ur\u010dil bodov\u00e9 ohodnocen\u00ed za dosa\u017een\u00ed miln\u00edk\u016f ve h\u0159e a za z\u00edsk\u00e1n\u00ed korunky. Tak\u00e9 jsem vyu\u017eil hv\u011bzdi\u010dky za cvi\u010den\u00ed bez p\u0159eklep\u016f.\u201c<\/em><\/p>\n<\/blockquote>\n

<\/h3>\n

Technologie a v\u00fduka: Spojen\u00ed pro \u00fasp\u011bch<\/h3>\n

Vyu\u017eit\u00edm technologie a dat z aplikace Psan\u00ed Hrav\u011b pan Ferencz vytvo\u0159il efektivn\u00ed n\u00e1stroj pro sledov\u00e1n\u00ed a hodnocen\u00ed pokroku student\u016f. Sta\u017een\u00e1 data z aplikace propojil v excelov\u00e9 tabulce s vlastn\u00ed hodnot\u00edc\u00ed \u0161k\u00e1lou.<\/b> Zn\u00e1mkou ohodnotil strike miln\u00edky,<\/b> dal\u0161\u00ed jedna zn\u00e1mka p\u0159ipadla za z\u00edsk\u00e1n\u00ed korunky<\/b> a za po\u010det hv\u011bzdi\u010dek,<\/b> kdy miln\u00edkem pro n\u011bj bylo dosa\u017een\u00ed 500 hv\u011bzdi\u010dek. Ka\u017ed\u00fd m\u011bs\u00edc pak z\u00edsk\u00e1valy d\u011bti pr\u016fb\u011b\u017enou zn\u00e1mku za \u010das str\u00e1ven\u00fd p\u0159i Psan\u00ed Hrav\u011b,<\/b> jin\u00fdmi slovy – za snahu. Tento p\u0159\u00edstup nejen\u017ee zv\u00fd\u0161il motivaci student\u016f, ale tak\u00e9 jim poskytl cennou zp\u011btnou vazbu o jejich pokroku. Ur\u010den\u00ed kone\u010dn\u00e9 zn\u00e1mky za psan\u00ed v\u0161emi deseti je\u0161t\u011b doplnil z\u00e1v\u011bre\u010dn\u00fd test psan\u00ed v podob\u011b sout\u011b\u017ee v aplikaci.<\/p>\n

<\/h2>\n

\"\"<\/p>\n

<\/h2>\n
\n

„M\u00fdm c\u00edlem bylo, aby se d\u011bti v\u011bnovaly psan\u00ed alespo\u0148 5-20 minut denn\u011b.<\/b> Bylo d\u016fle\u017eit\u00e9, aby byl tr\u00e9nink pravideln\u00fd a konzistentn\u00ed, co\u017e se odrazilo v jejich celkov\u00e9m v\u00fdkonu. Stanovil jsem, kolik dn\u00ed mohli \u017e\u00e1ci b\u011bhem m\u011bs\u00edce tr\u00e9novat v\u010detn\u011b v\u00edkend\u016f<\/span>, s vylou\u010den\u00edm pr\u00e1zdnin a \u0161koln\u00edch v\u00fdlet\u016f. Za ka\u017ed\u00fd den z\u00edsk\u00e1vali pr\u016fm\u011brn\u011b 2 body, tj. za cvi\u010den\u00ed od 5 do 20 minut. Pokud tr\u00e9novaly pod 5 minut, z\u00edskaly 0,5 bodu. Za 5-20 minut obdr\u017eely 2 body a za \u010das nad 20 minut maxim\u00e1ln\u00ed mo\u017en\u00e9 ohodnocen\u00ed 2,5 bodu. Limit na \u017e\u00e1ka se rovnal maxim\u00e1ln\u00edmu po\u010dtu dn\u016f mo\u017en\u00e9ho procvi\u010dov\u00e1n\u00ed kr\u00e1t 2 body. Procentu\u00e1ln\u00edm ur\u010den\u00edm kolik bod\u016f z kolika celkov\u00fdch \u017e\u00e1k z\u00edskal byla odvozena m\u011bs\u00ed\u010dn\u00ed zn\u00e1mka. Tento syst\u00e9m byl navr\u017een tak, aby byl spravedliv\u00fd a motivuj\u00edc\u00ed pro v\u0161echny studenty.\u201c<\/em><\/p>\n<\/blockquote>\n

Pro m\u011bs\u00ed\u010dn\u00ed zn\u00e1mku bylo tedy z\u00e1sadn\u00ed z\u00edskat procenta, pota\u017emo nejd\u0159\u00edve body vypl\u00fdvaj\u00edc\u00ed z p\u0159ehledu aktivity zaznamenan\u00e9 v Psan\u00ed Hrav\u011b.<\/p>\n

<\/h2>\n

\"\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

Porovn\u00e1n\u00ed t\u0159\u00edd<\/h3>\n

Pan Ferencz poskytl konkr\u00e9tn\u00ed \u00fadaje o v\u00fdsledc\u00edch sv\u00e9ho p\u0159\u00edstupu. Svoji metodu zavedl ihned, proto porovn\u00e1n\u00ed prob\u011bhlo s jinou t\u0159\u00eddou jeho kolegy ze stejn\u00e9 \u0161koly, u kter\u00e9 se neuplat\u0148oval stejn\u00fd syst\u00e9m hodnocen\u00ed. Srovn\u00e1n\u00ed uk\u00e1zalo v\u00fdrazn\u011b vy\u0161\u0161\u00ed m\u00edru pravidelnosti a anga\u017eovanosti mezi studenty<\/b> pana Ferencze.<\/p>\n

Studenti pana Ferencze str\u00e1vili v pozorovan\u00e9m obdob\u00ed p\u0159i tr\u00e9ninku psan\u00ed celkem 12 hodin a 2 minuty a z\u00edskali 6799 hv\u011bzdi\u010dek<\/b> ve h\u0159e. Zat\u00edmco studenti jeho kolegy dos\u00e1hli 6 hodin a 46 minut tr\u00e9ninku a 2160 hv\u011bzd<\/b>.<\/p>\n

Ve t\u0159\u00edd\u011b pana Ferencze d\u00e9lka \u010dasu tr\u00e9ninku na jednoho studenta<\/b> vych\u00e1z\u00ed na 7 minut a 42 sekund.<\/b> Student z\u00edskat pr\u016fm\u011brn\u011b 8,1 hv\u011bzdi\u010dek.<\/b> U student\u016f jeho kolegy ka\u017ed\u00fd \u017e\u00e1k tr\u00e9novat pouze 2 minuty a 34 sekund,<\/b> p\u0159i\u010dem\u017e z\u00edskal 3 hv\u011bzdi\u010dky. <\/b><\/p>\n

Tento rozd\u00edl v anga\u017eovanosti a v\u00fdsledc\u00edch je p\u0159\u00edm\u00fdm d\u016fsledkem motivuj\u00edc\u00edho hodnot\u00edc\u00edho syst\u00e9mu, kter\u00fd pan Ferencz zavedl.<\/p>\n

<\/h2>\n
\n

„V\u00fdhodu t\u00e9to metody vid\u00edm v tom, \u017ee m\u011b motivovala k pravideln\u00e9mu cvi\u010den\u00ed, a t\u00edm jsem se to nau\u010dila l\u00e9pe, ne\u017e kdybych se to u\u010dila jednor\u00e1zov\u011b na p\u00edsemku.“<\/em><\/p>\n

Am\u00e1lie B\u00e1rt\u00edkov\u00e1 – studentka ze t\u0159\u00eddy pana Ferencze<\/p>\n<\/blockquote>\n

<\/h3>\n

Individu\u00e1ln\u00ed porovn\u00e1n\u00ed<\/h3>\n

K dal\u0161\u00edmu podlo\u017een\u00ed efektivity zaveden\u00e9ho syst\u00e9mu pan Ferencz poskytl detailn\u00ed v\u00fdsledky dvou studentek, kter\u00e9 p\u0159\u00edmo demonstruj\u00ed rozd\u00edly v dosa\u017een\u00fdch v\u00fdsledc\u00edch. Tyto v\u00fdsledky jsou zaznamen\u00e1ny ve dvou tabulk\u00e1ch, kde prvn\u00ed p\u0159edstavuje data \u017e\u00e1kyn\u011b z jeho t\u0159\u00eddy, kter\u00e1 vyk\u00e1zala v\u00fdrazn\u011b lep\u0161\u00ed v\u00fdsledky v tr\u00e9ninku a pravidelnosti. Druh\u00e1 tabulka zn\u00e1zor\u0148uje v\u00fdsledky studentky z t\u0159\u00eddy jeho kolegy, kde motiva\u010dn\u00ed hodnot\u00edc\u00ed p\u0159\u00edstup nebyl pou\u017eit.<\/p>\n

Tyto tabulky poskytuj\u00ed d\u016fkaz o vlivu dan\u00e9ho syst\u00e9mu na zlep\u0161en\u00ed anga\u017eovanosti a v\u00fdkonu student\u016f.<\/b><\/p>\n

 <\/p>\n

 <\/p>\n

\"\"<\/a>

p\u0159ehled tr\u00e9ninku \u017e\u00e1ka s metodikou<\/p><\/div>\n

 <\/p>\n

 <\/p>\n

\"\"<\/a>

p\u0159ehled v\u00fdsledk\u016f \u017e\u00e1ka bez metodiky<\/p><\/div>\n

<\/h3>\n

 <\/p>\n

V\u00fdsledek a reflexe<\/h3>\n

\u00dasp\u011bch tohoto syst\u00e9mu byl patrn\u00fd nejen ve zv\u00fd\u0161en\u00e9m z\u00e1jmu student\u016f o tr\u00e9nink psan\u00ed, ale tak\u00e9 v jejich celkov\u00e9m v\u00fdkonu a sebev\u011bdom\u00ed. D\u00edky denn\u00edm report\u016fm a p\u0159ehledu je pokrok student\u016f z\u0159eteln\u00fd a motivuj\u00edc\u00ed.<\/p>\n

Potvrdilo se, \u017ee kombinace technologie, gamifikace a pravideln\u00e9ho hodnocen\u00ed <\/b>m\u016f\u017ee v\u00fdrazn\u011b zlep\u0161it v\u00fdukov\u00fd proces.<\/b> D\u016fle\u017eit\u00fdm poznatkem je, \u017ee motivace student\u016f je kl\u00ed\u010dov\u00e1 pro jejich \u00fasp\u011bch.<\/p>\n

<\/h2>\n

Z\u00e1v\u011br<\/h3>\n

P\u0159\u00edb\u011bh Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod je inspiruj\u00edc\u00edm p\u0159\u00edkladem toho, jak kreativn\u00ed p\u0159\u00edstupy s vyu\u017eit\u00edm modern\u00edch technologi\u00ed \u2013 v tomto p\u0159\u00edpad\u011b aplikace Psan\u00ed Hrav\u011b \u2013 mohou transformovat tradi\u010dn\u00ed v\u00fdukov\u00e9 metody a v\u00e9st k v\u00fdznamn\u00fdm zlep\u0161en\u00edm v motivaci a v\u00fdkonu student\u016f.<\/p>\n

<\/h3>\n
\n

 <\/p>\n

Postup ur\u010den\u00ed zn\u00e1mky:<\/h3>\n

Raw import<\/strong><\/h5>\n

\"\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

Import<\/strong><\/h5>\n

\"\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

Po\u010det<\/strong><\/h5>\n

\"\"<\/a><\/p>\n

Na obr\u00e1zku zv\u00fdrazn\u011bna skute\u010dnost, kdy \u017e\u00e1k v r\u00e1mci jednoho dne odehr\u00e1l v Psan\u00ed Hrav\u011b 327 sekund (5,45 min.), proto z\u00edskal 2 body. Celkov\u011b za v\u0161echny dny v z\u00e1\u0159\u00ed obdr\u017eel 44 bod\u016f.<\/p>\n

 <\/p>\n

 <\/p>\n

Procenta<\/strong><\/h5>\n

\"\"<\/a><\/p>\n

T\u011bchto 44 bod\u016f odpov\u00edd\u00e1 95,65 % z maxim\u00e1ln\u011b mo\u017en\u00fd bod\u016f.<\/p>\n

Ve zn\u00e1mkovac\u00ed \u0161k\u00e1le toto procentu\u00e1ln\u00ed spln\u011bn\u00ed odpov\u00edd\u00e1 zn\u00e1mce v\u00fdborn\u00e1+.<\/p>\n

<\/h3>\n
Zn\u00e1mka<\/strong><\/h5>\n

\"\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

Tak\u00e9 syst\u00e9m vyzkou\u0161\u00edm<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

V dne\u0161n\u00ed digit\u00e1ln\u00ed \u00e9\u0159e je kl\u00e1vesnice neodmyslitelnou sou\u010d\u00e1st\u00ed na\u0161ich \u017eivot\u016f, a t\u00edm p\u0159ich\u00e1z\u00ed i d\u016fle\u017eitost dovednosti psan\u00ed v\u0161emi deseti. U\u010ditel ICT z Gymn\u00e1zia Havl\u00ed\u010dk\u016fv Brod, pan Ing. Adam Ferencz, p\u0159istoupil k v\u00fdzv\u011b p\u0159ipravit sv\u00e9 \u017e\u00e1ky na studijn\u00ed a profesn\u00ed praxi s v\u00fdhodou dovednosti psan\u00ed na kl\u00e1vesnici, a to prost\u0159ednictv\u00edm kreativn\u00edho p\u0159\u00edstupu. V tomto \u010dl\u00e1nku se […]<\/p>\n","protected":false},"author":13,"featured_media":4563,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1,41],"tags":[],"class_list":["post-4520","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-nezarazene","category-pripadove-studie"],"_links":{"self":[{"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/posts\/4520","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/comments?post=4520"}],"version-history":[{"count":38,"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/posts\/4520\/revisions"}],"predecessor-version":[{"id":4565,"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/posts\/4520\/revisions\/4565"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/media\/4563"}],"wp:attachment":[{"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/media?parent=4520"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/categories?post=4520"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.psanihrave.cz\/blog\/wp-json\/wp\/v2\/tags?post=4520"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}