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Mostrar mensagens com a etiqueta aprendizagem. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta aprendizagem. Mostrar todas as mensagens
quarta-feira, 26 de setembro de 2018
mais actividades...
terça-feira, 4 de setembro de 2018
divulgando...
Informações Gerais
Regresso às aulas em segurança
Encontra-se disponível, para consulta, a brochura informativa “Regresso às aulas em segurança”, que visa alertar para a promoção da saúde e da segurança dos mais novos no seu regresso às aulas neste ano letivo 2018-2019.
Encontro Semana ALV 2018
O
Encontro Semana Aprender ao Longo da Vida 2018 irá realizar-se no dia
22 de outubro, no auditório 2 da Fundação Gulbenkian, e terá como tema
principal a “Aprendizagem ao Longo da Vida e Património Cultural”.
Pode candidatar-se ao Prémio Semana ALV 2018 qualquer instituição
pública, privada (de natureza solidária ou lucrativa) ou individualidade
que tenha desenvolvido atividades na área da educação e formação de
adultos em Portugal, através de programas ou projetos eficazes e
inovadores.
via boletim do cirep...
segunda-feira, 3 de setembro de 2018
quinta-feira, 24 de março de 2016
terça-feira, 12 de janeiro de 2016
terça-feira, 13 de outubro de 2015
informações [educação]... era digital [seminário]... no boletim da ua...!
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via mensagem da ua...
sexta-feira, 9 de outubro de 2015
informações [educação]... línguas estrangeiras [conferência] e festival literário... no boletim do cirep...!
Boletim Informativo n.º156 - 09/10/2015
Informações Gerais
APPInep Young Learners & Very Young Learners Conference
A Associação Portuguesa de Professores de Inglês e a APPInep vão
realizar a APPInep Young Learners & Very Young Learners Conference,
na Escola Secundária Eça de Queirós, em Lisboa, nos dias 16 e 17 de
outubro.
A conferência está direcionada essencialmente para a aprendizagem
da lingua inglesa no ensino pré escolar e na sua valência no
desenvolvimento inteletual das crianças.
O evento é patrocinado pelo Ministério da Educação e Ciência para o
qual foi solicitada a acreditação ao Conselho Científico-Pedagógico da
Formação Contínua.
Entre os dias 15 e 25 de outubro a vila de Óbidos será o ponto de
encontro de manifestações artísticas em língua portuguesa e castelhana.
Na primeira edição do Folio – Festival Literário Internacional de
Óbidos, mais de 200 autores e artistas darão voz, ritmo e corpo a
dezenas de atividades em redor da palavra.
Além de tertúlias, mesas redondas, aulas e conversas, quem visitar a
“vila literária” poderá assistir a espetáculos musicais e teatrais,
performances, filmes e exposições.
José Saramago, o único prémio Nobel de Literatura em língua
portuguesa, será recordado com uma série de iniciativas ao longo dos 11
dias de festival.
segunda-feira, 29 de dezembro de 2014
coisas da educação [ensino à distância]... tecnologias e aprendizagem em linha [é sempre bom ir estando a par das novidades]...!
no observador...
"Qual é o futuro da educação? Salman Khan acha que é preciso “virar as salas de aula ao contrário”.
Mas quais são as possibilidades para quem não tem tempo, por alguma
razão, para ir às aulas? O Observador reuniu uma lista de sete
plataformas onde é possível aprender, fazer cursos mais e menos
aprofundados, sobre os mais diversos temas, a custo zero (ou quase).
Tudo o que precisa é uma ligação à internet. Para comparecer na aula,
basta ligar o computador, à hora que quiser.
- Future Learn
O nome com que este projeto da Universidade Aberta foi batizado é ambicioso: o futuro da aprendizagem. Na página Future Learn,
lançada em setembro de 2013, é possível encontrar mais de 100 cursos
online diferentes, lecionados por professores de várias
faculdades europeias de renome. Desde que foi criada, mais de um milhão
de pessoas já se registou nesta plataforma.
Exemplos: Introdução à cibersegurança - com a duração de oito semanas.
Ébola com contexto: compreender o mecanismo de transmissão, estratégias de resposta e controlo - com a duração de duas semanas, oferecido pela Faculdade de Londres de Higiene e Medicina Tropical.
- Udacity
Aprender com os melhores empreendedores de Silicon Valley é a promessa da Udacity. (Não,
Mark Zuckerberg não faz parte da lista de professores, mas muitos dos
funcionários dos altos escalões da Google estão.) Quem quiser aprender
programação, design ou outra especialidade ligada ao campo tecnológico,
este é o sítio. Porém, há um senão nesta plataforma: muitos dos cursos
são pagos.
Exemplos: Como desenvolver aplicações para dispositivos Android, com o custo de 199 dólares por mês e a duração de 10 semanas.
Introdução à Ciência de Computadores, com o custo de 199 dólares por mês e a duração de 10 semanas.
- Iversity
Fundado numa parceria de várias universidades alemãs, o Iversity oferece
muitos cursos no campo da teoria das ideias, filosofia e relações
públicas. Todos os cursos são gratuitos. Esta é a única página
disponibiliza os mesmos cursos em duas línguas: inglês e alemão.
Exemplos: Pensamento crítico, com a duração de 10 semanas.
Técnicas para falar em público, com a duração de quatro semanas.
- Coursera
De todas as plataformas para aprender online, o Coursera é, sem dúvida, a mais conhecida. A página disponibiliza quase mil cursos diferentes, em mais de 10 línguas diferentes. Existem 33 cursos totalmente lecionados em português. Os cursos são gratuitos, mas para pedir o diploma de conclusão paga-se, em média, 30 dólares.
Exemplos: As ferramentas do cientista de dados, com a duração de quatro semanas.
Introdução à sustentabilidade, com a duração de oito semanas.
- Openuped
Com universidades de todo o mundo associadas, a Openuped destaca-se
por trazer as faculdades asiáticas para o ensino online. Porém, o
design desta página é aquele com a navegação menos intuitiva de todas as
plataformas para aprender online. Existem alguns cursos em português, apesar de estarem a ser lecionados neste momento.
Exemplos: Mudanças climáticas, com a duração de oito semanas.
Design de marcas, com a duração de quatro semanas.
- EDX
Logo atrás do Coursera na lista das plataformas de aprendizagem na internet aparece o EDX. Com
uma grande variedade de temas, esta plataforma oferece cursos de curta
duração, tal como as restantes páginas, mas, recentemente, lançou também
uma secção de especializações. Como os cursos, as
especializações são totalmente lecionadas através da internet, mas o
período de tempo pode estender-se até seis meses e o número de inscrições é limitado. Ah, as especializações são pagas. É possível pedir certificado de conclusão em alguns dos cursos, mas isso também tem o custo de 99 dólares.
Exemplos: Introdução ao sistema operativo Linux, com a duração de cinco semanas.
A ciência da felicidade, com a duração de oito semanas.
- ECO Elearning
Com muitos cursos disponíveis em português, a plataforma EcoElearning foi
fundada com o apoio da União Europeia. A Universidade Aberta portuguesa
colabora com a página e é a principal responsável pelos cursos em
português.
Exemplos: Competências digitais para professores, com a duração de quatro semanas.
Introdução aos Sistemas de Informação Geográfica, com a duração de três meses."
aqui.
terça-feira, 16 de dezembro de 2014
informações [educação]... exames nacionais e calculadoras, concurso e estágios profissionalizantes, seminário e avaliação interna dos alunos... no boletim do cirep...!
| Informações Gerais |
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Utilização de calculadoras gráficas nos exames nacionais do ensino secundário do ano letivo 2014-2015 O Júri Nacional de Exames emitiu o Ofício-circular/S-DGE/2014/4768, referente à utilização de calculadoras gráficas no ensino secundário: exames finais nacionais de Física e Química A, de Matemática A, Matemática B e Matemática Aplicada às Ciências Sociais para o ano letivo 2014/2015. "Conta-nos como foi?" Esta iniciativa pretende que alunos e ex-alunos de cursos profissionalizantes (entendidos como qualquer modalidade de dupla certificação que confere o 12.º ano de escolaridade e o nível 4 do Quadro Nacional para a Qualificação) prestem o seu testemunho sobre o primeiro dia passado no local do estágio. Esta é já a terceira edição do concurso "Conta-nos como foi? o teu primeiro dia de formação em contexto de trabalho" e decorrerá até 31 de dezembro de 2014, aceitando participações individuais. "Avaliação Interna e Qualidade das Aprendizagens" Realiza-se no dia 5 de janeiro de 2015 o seminário "Avaliação Interna e Qualidade das Aprendizagens". Este Seminário, pretende refletir e debater dois aspetos essenciais: por um lado, o modo como os professores usam a avaliação formativa e sumativa para promover mais e melhores aprendizagens e, por outro, a forma como esta área de estudo é abordada na formação inicial e contínua de professores. Atendendo à lotação do Auditório, agradecemos que confirme a sua presença até 22 de dezembro de 2014.
nota: estas informações são uma transcrição directa do boletim, logo respeitam o ao... infelizmente...!
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quinta-feira, 27 de novembro de 2014
sexta-feira, 31 de outubro de 2014
terça-feira, 21 de outubro de 2014
terça-feira, 30 de setembro de 2014
segunda-feira, 29 de setembro de 2014
domingo, 28 de setembro de 2014
segunda-feira, 15 de setembro de 2014
para começar bem o ano lectivo... nada como ter ideias que promovam a criatividade na aprendizagem...?
"The concept of teaching creativity has been around for quite some time.
Academics such as E. Paul Torrance,
dedicated an entire lifetime to the advancement of creativity in
education. Torrance faced much opposition in his day about the nature of
creativity. Creativity was considered to be an immeasurable, natural
ability. Torrance called for explicit teaching of creativity. He
advocated that it was skill-specific, requiring intentional
instruction. His life’s work ultimately led to the development of the
Torrance tests and gifted programs throughout the world.
In recent times, there has been a shift towards the increased
acceptance of valuing creativity for all learners. A 2003 TED talk by
Sir Ken Robinson discussing this subject reached over 5 million
viewers. It discusses how our current school systems suppress
creativity. He proposes that our current model leaves little room for
divergent thinking.
Much of the blame for a lack of creativity, and therefore innovation, can be traced to our traditional educational systems.
It relies on teaching to the correct answer. An innovative thinking model is needed. Robinson recently tweeted an article about a new study that suggested 80% of educators surveyed preferred creativity to be included as part of learning standards.
In the same way, David Hughes,
founder of Decision Labs and professor at UNC Chapel Hill, argues that
innovation is an essential skill for our global economy. In talking
about creativity in schools he says, much of the blame for a lack of
creativity, and therefore innovation, can be traced to our traditional
educational systems.
Most of the practice of creative methods is being done outside the
traditional educational institutions by consulting firms and by persons
in companies who have been trained in creative problem solving methods.
In universities not much has changed since 1950, when the distinguished
psychologist J. P. Guilford in his inaugural address as president of
the American Psychological Association stated that education’s neglect of the subject of creativity was appalling.
Adding to this sequence of events is the fact that textbooks are at
least three years out of date when they are published and . . .
educational systems were the slowest adopters of innovation. Thus, we
see that educational institutions need a strong dose of creative problem
solving.
What are some ways then as educators that we foster creativity in our classrooms?
- Embrace creativity as part of learning. Create a classroom that recognizes creativity. You may want to design awards or bulletin boards to showcase different ways of solving a problem, or creative solutions to a real world scenario.
- Use the most effective strategies. Torrance performed an extensive meta-analysis that considered the most effective ways to teach creativity. He found that the most successful approaches used creative arts, media-oriented programs, or relied on the Osborn-Parnes training program. Programs that incorporated cognitive and emotional functioning were the most successful.
- Think of creativity as a skill. Much like resourcefulness and inventiveness it is less a trait and more a proficiency that can be taught. If we see it this way, our job as educators becomes to find ways to encourage its use and break it down into smaller skill sets. Psychologists tend to think of creativity as Big-C and Little C. Big C drives big societal ideas, like the Civil Rights movement or a new literary style. Little C is more of a working model of creativity that solves everyday problems. Both concepts can be included in our classrooms.
- Participate in or create a program to develop creative skills. Programs like Odyssey of the Mind and Thinkquest bring together students from around the world to design creative solutions and bring them to competition.
- Use emotional connections. Research suggests that
the best creativity instruction ties in the emotions of the learner. In
the “Odyssey angels” program students can devise a solution to help
their local community, such as helping homeless youth. This topic is
worthy of more discussion by itself. A blog post by fellow blogger Julie DeNeen gives some valuable information about this type of teaching.
Research suggests that the best creativity instruction ties in the emotions of the learner.
- Use a creativity model. The Osborne-Parnes model
is oldest, widely accepted model. It is often used in education and
business improvement. Each step involves a divergent thinking pattern to
challenge ideas, and then convergent thinking to narrow down
exploration. It has six steps:
- Mess-finding. Identify a goal or objective.
- Fact-finding. Gathering data.
- Problem-finding. Clarifying the problem
- Idea-finding. Generating ideas
- Solution-finding. Strengthening & evaluating ideas
- Acceptance-finding. Plan of action for Implementing ideas
- Consider how classroom assignments use divergent and convergent thinking. Standardized tests do a great job of measuring convergent thinking that includes analytical thinking or logical answers with one correct response. Divergent thinking considers how a learner can use different ways to approach a problem. It requires using association and multiplicity of thought. We should design assingments that consider both types of thinking models.
- Creativity flourishes in a “congenial environment”. Creative thinking needs to be shared and validated by others in a socially supportive atmosphere. Researcher Csikszentmihalyi (1996) coined this term, to explain the importance of reception from others. Others consider how to create communities that foster social creativity to solve problems.
- Be aware during discussions. You know that student who often asks the question that goes a bit outside the lecture? Well, engage him. Once a week, intentionally address those questions. Write them down on an assigned space in the board to go back to later. Validate their creativity.
- See creativity in a positive light. In his blog in Psychology Today, Eric Jaffe talks about research that suggests see creativity in a negative light. If we are teaching to creativity, we need to embrace it too. Reward students for thinking of problems in varied ways by recognizing their efforts.
- Try the Incubation Model. E. Paul Torrance designed this model. It involves 3 stages:
- Heightening Anticipation: Make connections between the classroom and student’s real lives. “Create the desire to know”.
- Deepen Expectations: Engage the curriculum in new ways. Brainstorm and create opportunities to solve a novel problem.
- Keep it going: Continue the thinking beyond the lesson or classroom. Find ways to extend learning opportunities at home or even the community.
- Use a cultural artifact. Research from experimental social psychology finds that artifacts can enhance insight problem solving. Consider using an ordinary object, such as a light bulb used in the study or a historical artifact to have students think about living in a particular time period.
- Establish expressive freedom. The classroom environment must be a place where students feel safe to share novel ideas. Allow for flexibility and create norms that foster creative approaches.
- Be familiar with standards. Knowing the standards inside and out helps find creative solutions in approaching a lesson. Teachers can adapt them and work within the current framework. Some topics allow for flexibility and use of creative approaches.
- Gather outside resources. There are some great resources to read related to creativity. The University of Georgia, provides an array of amazing resources related to how to foster creativity in practical ways. It also gives a list of programs and organizations that can help with the process.
- Allow room for mistakes. Sir Ken Robinson said it best when he said, “If you’re not prepared to be wrong, you’ll never come up with anything original.”
- Allow space for creativity. Design some classroom space for exploration, such as a thinking table, a drama stage, a drawing table, or a space for groups to discuss ideas.
- Give students time to ask questions. Organizations such as CCE (Creativity, Culture, Education) suggest teachers incorporate opportunities for students to ask questions. Intentionally design lessons that allow for wondering and exploration.
- Creativity builds confidence. Students take ownership of their own learning. Think of ways where students might design a project. For instance, for the history requirement, I suggested students of both fifth grade classes create an exhibition of their final projects. The students were so proud of their final work and learned from others presentations. Parents and community members were happy to see students take ownership of their learning.
- Encourage curiosity. Consider what is important to
students. Student interest are a great place to start on what drives
their own thinking tank. Find inspiration from their world. Creativity
is intrinsic in nature. Try to step into their viewpoint to find what
motivates them.
Student interest are a great place to start on what drives their own thinking tank. Find inspiration from their world.
- Structure is essential. Studies, such as a meta-analysis by Torrance suggest that creativity instruction is best with clear structure. For instance, consider the guidelines of the standard curriculum objectives and add these to the design. For example, reading considers communication, comprehension, listening, writing and reading.
- Observe a working model of creativity. Visit a creative classroom or watch a video about how a creative classroom works. The “Case for Creativity in School” is an excellent video that educators can watch to see how creativity might play out in a classroom. This school adopted a school-wide approach to recognize students.
- Consider the work of current experts in the field. Sir Ken Robinson is an internationally renowed creativity and innovation expert. His work is used to meet global challenges, renovating education, business, and government organizations to implement his strategies. His books and TED talks are great places to generate teaching ideas.
- Explore different cultures. Culture is an excellent vehicle for inspiring creative thinking. In Thinking Hats & Coloured Turbans Dr. Kirpal Singh discusses how cultural contexts are central to creative endeavors. You can discuss how collaboration between cultures, such as in the space program, produces unique, novel ideas.
- Find ways to incorporate and integrate art, music and culture. A recent report prepared for the European commission considered that creativity is a central force that shapes our culture. With the changing times we live in, the report suggested that society is enriched by cultural-based creativity.
- Use a collaborative creative thinking model to solve classroom problems. For instance, read a paragraph and then have groups discuss a list of questions. Collaborative problem solving is catching on quickly. In fact, many business schools have implemented creative thinking models into their curriculum.
- Design multidisciplinary lessons when possible. When teaching geometry, I designed a lesson called, “Geometry through Art”. It included works of Art to show fifth graders their application to everyday geometric concepts. The result was astounding. I never thought that the subject matter would be so successful. I designed an entire unit that focused on how different concepts rely on geometry. I even asked the Art teacher to help reinforce those concepts in class.
- Tapping into multiple intelligences is key. Creativity requires us to use different parts of our brain. We often bridge connections between seemingly unrelated areas to make new concepts emerge. Allow students to use their strengths to find new ways of approaching a topic or solving a problem. You might be surprised with what they come up with.
- Understand that creativity is important to students’ future in the job market. Paul Collard for Creative Partnerships, discusses how 60% of English students will work in jobs that are not yet created. In today’s market, students must largely be innovative and create their own jobs. Collard suggests teachers focus on teaching particular skills or set of behaviors, rather than preparing students for specific careers.
- Teach creative skills explicitly. According to
Collard, “Creative skills aren’t just about good ideas, they are about
having the skills to make good ideas happen.” He suggests creative
skills should include 5 major areas:
- Imagination
- Being disciplined or self-motivated.
- Resiliency
- Collaboration
- Giving responsibility to students. Have them develop their own projects.
In a recent article, What Would Dr. E. Paul Torrance Do?: A Legacy for Creative Education, the author considers what lies in the future of creativity in our schools?
Retired professor Berenice Bleedorn says we should continue his
legacy of sharing information and practice “the art of creative
thinking”. We must continue to advocate for its use and move against
the current or as Torrance himself called them, “the powers that be”.
After all, teachers are the real driving force behind the creative
thinking in our schools.
If our schools are lagging behind, we must be the creative minds that urge our students to be curious and seek new answers."
no teach thought... daqui.
sexta-feira, 12 de setembro de 2014
coisas da educação... alunos, necessidades educativas, tecnologias e aprendizagem...!
“Using Technology to Support At-Risk Students’ Learning.” Written by
Linda Darling-Hammond, Molly B. Zielezinski and Shelley Goldman, the
report includes a review of the literature studying the impact of
technology on at-risk students. Based on their research, the authors
offer the following five recommendations:
1) Districts should aim for 1-to-1 computer access.
According to the authors, “Studies finding positive impacts on student
learning typically describe opportunities to learn where there is at
least one device per student, and the devices are readily available for
multiple uses by the student throughout the school day.”
2) Internet speed matters. The authors wrote, “In
studies using technology for learning, at-risk students participating in
blended and online courses recommended faster Internet connections as
an important factor for improvement.”
3) At-risk students benefit most from highly interactive technology.
The report stated, “Substantial research illustrates that activities
supporting many kinds of interactions between learners and the material —
including different visualizations of concepts; multiple ways of
seeing, hearing and learning about them; and opportunities to be active
in manipulating data, expressing ideas and other aspects of the learning
process — were essential to support learning by lower-achieving and
other at-risk students.”
4) Schools should encourage students to create their own content.
The authors found that “when students have opportunities to create
their own content using technology (for example, conducting research to
make decisions or draw conclusions from evidence, finding and
manipulating data, developing reports, creating websites, designing
PowerPoint presentations and creating spreadsheets), they become more
motivated and develop stronger skills.”
5) Blended learning works. The report concluded that
the most productive blended environments “are those that combine
structured learning of information with collaborative discussions and
project-based activities that allow students to use the information to
solve meaningful problems or create their own products, both
individually and collectively.”
quarta-feira, 30 de julho de 2014
quinta-feira, 3 de julho de 2014
terça-feira, 1 de julho de 2014
leitura [educação]... talis 2013, a síntese...!
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