O Workshop de Professores este semestre foi sobre WBT (Whole Brain Teaching), uma nova técnica de ensino que vai tornar as aulas do TFLA muito mais interativas e dinâmicas.
Além disso, os professores aprenderam técnicas para ajudar os alunos a fazer redações e a desenvolver a escrita.
Foi um dia inteiro de 'aquecimento'. Agora estamos todos prontos!
Are you excited about this semester?
Mostrando postagens com marcador teaching as leadership. Mostrar todas as postagens
Mostrando postagens com marcador teaching as leadership. Mostrar todas as postagens
quinta-feira, 3 de fevereiro de 2011
sábado, 31 de julho de 2010
Pesquisa Americana - Como a alta expectativa inspira o alto desempenho
RESEARCH ON THE SELF-FULFILLING PROPHECY OF HIGH EXPECTATIONS
In one landmark study, teachers were told by researchers that certain students in their classes had performed well on a test that predicts intellectual growth. In truth, these students had been randomly selected by the researchers to be described as high performing for the purposes of the experiment. These students were actually distinguished only by their teachers’ expectations for their performance. Eight months later, those randomly selected students described to the teachers as high performing had significantly outperformed their peers on IQ tests, showing an increase of an average of twelve points on an IQ exam (while other students had grown an average of eight points). And the teachers themselves consistently described the ‘bloomer’ students as better behaved, more academically curious, more likely to succeed, and more friendly than other students in the class.
Which shows that:
“A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement. If the teacher believes students can succeed, she tends to behave in ways that help them succeed.”
(Robert Marzano, researcher)
* Trecho retirado do livro Teaching as Leadership de Steven Farr, resultado de 20 anos de pesquisa do TEACH FOR AMERICA nos Estados Unidos.
In one landmark study, teachers were told by researchers that certain students in their classes had performed well on a test that predicts intellectual growth. In truth, these students had been randomly selected by the researchers to be described as high performing for the purposes of the experiment. These students were actually distinguished only by their teachers’ expectations for their performance. Eight months later, those randomly selected students described to the teachers as high performing had significantly outperformed their peers on IQ tests, showing an increase of an average of twelve points on an IQ exam (while other students had grown an average of eight points). And the teachers themselves consistently described the ‘bloomer’ students as better behaved, more academically curious, more likely to succeed, and more friendly than other students in the class.
Which shows that:
“A teacher’s beliefs about students’ chances of success in school influence the teacher’s actions with students, which in turn influence students’ achievement. If the teacher believes students can succeed, she tends to behave in ways that help them succeed.”
(Robert Marzano, researcher)
* Trecho retirado do livro Teaching as Leadership de Steven Farr, resultado de 20 anos de pesquisa do TEACH FOR AMERICA nos Estados Unidos.
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