terça-feira, 6 de dezembro de 2016

Escola de 2050

SONHAR O FUTURO: EP.4. EDUCAÇÃO
CANAL ODISSEIA

Daqui a 30 anos, 65% das crianças que estão hoje no pré-escolar terão profissões que ainda não existem. Mas, num mundo em total metamorfose, no que a revolução digital está chocalhar os modelos de comunicação, é fundamental reformular os nossos sistemas educativos. Como será a escola em 2050? Como se aplicarão as novas tecnologias digitais à aprendizagem? Qual será o papel do professor?Como será o mundo em 2050? Como afectarão as descobertas de hoje a vida de amanhã? Quais são os projectos e tendências que moldarão o futuro? Que respostas daremos aos desafios económicos, ecológicos e culturais? Cientistas e pensadores de todo o mundo reúnem-se para mostrar-nos os seus sonhos de futuro, graças a efeitos especiais de última geração. Em cada episódio abordam diferentes aspectos da vida, da energia e a medicina, até aos desportos, a moda e o sexo. O futuro já não é ficção científica; descobre o mundo da próxima geração.



 

terça-feira, 26 de julho de 2016

The flipped classroom

The flipped classroom has continued to enjoy momentum years after its introduction, speaking to its flexible nature, and to the need for a real change in thinking in how we think of time and space in education.

Technology has been, more than anything else, the catalyst for the flipped movement. With YouTube now nearly as ubiquitous as the television in many homes, access to video content is more seamless than ever.

Further, teachers have taken advantage of not just video channels but a collective video literacy to realize the potential of flipping the classroom. Students are comfortable viewing videos, and teachers are more and more able to quickly create, edit, and distribute video content (with apps like Explain Everything) with a variety of devices. (See here for 40 viewing comprehension strategies.)

Below is a list 54 flipped classrooms tools for teachers and students–both equally important because in a flipped classroom, both teachers and students are consistently interacting with technology, often independently and asynchronously. Let us know in the comments if there’s a great tool you think that needs added to the list.

quinta-feira, 7 de julho de 2016

1.º Encontro sobre Inovação Pedagógica - SUPERTABi

Terá lugar nos dias 5 e 6 de setembro de 2016, no Grande Auditório do Fórum da Maia, na Maia, o 1.º Encontro sobre Inovação Pedagógica - SUPERTABi.

Este evento pretende reunir professores e profissionais da Educação num espaço de partilha e reflexão sobre as suas práticas letivas com a utilização de dispositivos móveis através de cenários de Inovação Pedagógica, como são os casos do Mobile Learning, Flipped Learning e Gamification.

O encontro contará com conferencistas e especialistas que investigam cenários de Inovação Pedagógica,  com a partilha de práticas e projetos reais em contexto educativo, bem como com um conjunto de workshops sobre diferentes Apps educativas.

Mais informações disponíveis em http://projetosupertabi.wix.com/inovapedagogica2016


segunda-feira, 20 de junho de 2016

IS YOUR CLASSROOM FILLED WITH STUDENTS OR LEARNERS?

In a connected world with Wikipedia and Youtube, and technology that deletes more and more workplace roles every week, what should schools be focused on? Many teachers simply feel they do a better job that the internet at tailoring material to ensure students pass assessments. Teachers still prepare resources to read, watch and complete. Students are given or access these resources and work through them over a set period of time. They are then assessed and conclude that they have either acquired (temporarily) the skills and knowledge or not. What’s missing from this experience? – Learners! One analogy question I have for schools:

IS YOUR SCHOOL SERVING FISH ON A PLATE OR ISSUING FISHING RODS?




Learning-to-Fish-EduWells

What’s the difference between a learner and a student? A student goes through the motions of learning for the sake of school structures and assessment, whereas a learner knows the context of the experience, can measure their own progress and makes decisions on next steps. The next steps might include consulting with an expert, such as the teacher, but it’s a learner who drives the experience. Well, that’s what I do when I’m learning something these days and it’s certainly not what I did at school.

Like the vast majority of current school leavers, It was after school that I spent years having to learn how to learn and look after myself. The school day had never given me any significant reason to look after myself beyond abstract grades and thus the teachers operated on the basis I never would show any genuine interest. They issued everything I needed in bite-sized chunks hoping I’d re-enact it in the assessment. Learning is exciting, being a student sucks, and as Chuck Berry said in 1957 – “Soon as 3 o’clock rolls around, I finally lay my burden down.” I remember thinking exactly the same thing and know that most students still feel the same.

“LEARNING IS EXCITING, BEING A STUDENT SUCKS”

So what should schools be doing? Developing learners. If from an early age the expectation is that one will learn how to look after one’s own learning and this expectation remains consistent, teachers wont find they have to do all the ‘learning‘ preparation on behalf of the students as is happening today, even with university students. No matter how much teachers would like it, the standard factory model school (still the vast majority) is not designed to and thus should never expect to develop true independence. Any school’s successful students who seem more independently driven, will be so due to expectations  for decision making and showing initiative during experiences outside the classroom somewhere – think scout leader, sports captain or orchestra member.

SCAFFOLDING HOW TO GO ABOUT LEARNING AND BE PRODUCTIVE IS WHAT TEACHERS SHOULD BE WORKING ON.

Making decisions about what, how and who to work with so as to produce and evaluate outcomes, should be the norm in any classroom at any age. Scaffolding how to go about learning and be productive is what teachers should be working on. We need faith that by placing “how to learn and be productive” at the heart of classroom thinking, the average student will gain experience in driving situations just like our best students receive outside the classroom. 2 Posters I use to continue the learning conversation are below.