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Critério para a elaboração de um projeto

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Critério para a elaboração de um projeto

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Para a aula de hoje começar na página 17 - Os três estágios do...

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An overview of the 7 Essential Project Design Elements in the PBLWorks model for Gold Standard PBL. Adapted from "Gold Standard PBL: The Essential Project Design Elements" white paper by John Larmer and John Mergendoller (2015).
Gold Standard Project Based Learning

Project Based Learning is a powerful and transformative pedagogy that-when done well-can help all of our students learn and thrive. But what are the features that differentiate Project Based Learning (PBL) from other instructional approaches, and how can teachers ensure that they are implementing PBL in ways that will be most impactful for their students? In order to help teachers do PBL effectively, PBLWorks has developed a comprehensive, research-informed model for PBL - a "gold standard" to help teachers, schools, and organizations to reflect on and grow their practice. Our framework for Gold Standard PBL is designed to meet the needs of all learners, and includes several key components:

Essential Project Design Elements: These seven elements (the focus of this article) are the characteristics that differentiate a Gold Standard project from other forms of instruction- the key features that are evident in the design of an effective project.

Project Based Teaching Practices: These practices are the instructional moves teachers make to bring a project to life in the classroom. Many of them are familiar practices to teachers, but they look different in the context of a project. In addition to focus areas such as scaffolding and assessment, these teaching practices include the intentional practices teachers use to build a culture of interdependence in the classroom. (Learn more.)

An Equity-Centered Vision for PBL: In addition to knowing the nuts and bolts of PBL pedagogy, effective PBL teachers hold a clear vision for how their project design and implementation will meet the needs of all of their learners. This includes attending to four "levers" for equitable PBL- knowledge of students, cognitive demand, literacy, and shared power- and regularly using these levers to reflect on and refine practice. (Learn more.)

Each component of the Gold Standard frameworks is intended to support all students in deep learning of meaningful and relevant learning goals, so let's begin our discussion there.

Student Learning Goals

Student learning of academic content and skill development are at the center of any well-designed project. Like the lens of a camera, our framework puts the focus of PBL on helping students gain the knowledge, understanding, and success skills they need to thrive:

Key Knowledge and Understanding: Gold Standard PBL teaches students the important content standards, concepts, and in-depth understandings that are fundamental to school subject areas and academic disciplines. In good projects, students learn how to apply knowledge to the real world, and use it to solve problems, answer complex questions, and create high-quality products.

Key Success Skills: Content knowledge and conceptual understanding, by themselves, are not enough. In school and college, in the workplace, as community members, and in their lives generally, people need to be able to think critically and solve problems, work well with others, and communicate effectively. They also need to manage projects and approach novel tasks with creativity and innovation. We call these kinds of competencies "success skills." They are also known as "College and Career Readiness Skills" and are often seen in "Graduate Profiles" created by schools and districts.

It's important to note that success skills can only be taught through the acquisition of content knowledge and understanding. For example, students don't learn critical thinking skills in the abstract, isolated from subject matter; they gain them by thinking critically about math, science, history, English, career/tech subjects, the arts, and so on.

We recommend that each project explicitly teach and assess one or two specific success skills, even though students may learn other skills as well. Projects can also help students to develop and strengthen other personal qualities (such as perseverance and compassion), rooted in the needs and values of students and their local community.

Essential Project Design Elements

So what characterizes an effective project? Based on an extensive literature review and the distilled experience of the many educators we have worked with over the past several decades, we believe the following Essential Project Design Elements outline what is necessary for an effective project that maximizes student learning and engagement.

Challenging Problem or Question

The What: The heart of a project - what it is "about" - is a problem to investigate and solve, or a question to explore and answer. This question should be aligned to learning goals and, as much as possible, should connect to students' interests, identities, and communities. The challenge could be concrete (the school needs to do a better job of recycling waste) or abstract (deciding if and when war is justified). When teachers design and conduct a project, we suggest they (sometimes with students) write the central problem or question in the form of an open-ended, student-friendly "driving question" that focuses their task, like a thesis focuses an essay (e.g., "How can we improve our school's recycling system, so we can reduce waste?" or "Should the U.S. have fought the Vietnam War?"). Note that this problem or question should not be simple to answer, but should be cognitively demanding for students and require them to engage in deep and original thought.
The Why: A well-designed problem or question makes learning meaningful for students. They are not just gaining knowledge to remember it; they are learning because they have a real need to know something, so they can use this knowledge to solve a problem or answer a question that matters to them. This also helps students develop a problem-solving disposition, and creates the context for building skills and confidence that students can apply to other challenges in their lives, communities, and work.

Sustained Inquiry

The What: To inquire is to seek information or to investigate - it's a more active, in-depth process than just "looking something up" in a book or online. The inquiry process takes time, which means a Gold Standard project lasts more than a few days. In PBL, inquiry is iterative; when confronted with a challenging problem or question, students ask questions, find and use resources and other learning experiences to help develop answers to those questions, then ask deeper questions - and the process repeats. Projects can incorporate different modes of seeking answers, mixing the traditional idea of "research" - reading a book or searching a website - with other learning experiences such as labs, field trips, or interviews with experts and end-users.

The Why: Learning through sustained inquiry helps students engage with the world from a place of curiosity. Students who do inquiry-based projects develop the capacity to ask meaningful questions and the agency to effectively seek answers to those questions. Sustained inquiry also helps content and skills "stick:" students are not just passively receiving knowledge, they are actively seeking and co-constructing it.

Authenticity

The What: When people say something is authentic, they generally mean it is real or genuine, not fake or contrived. In education, the concept has to do with how "real-world" the learning or the task is. A project can be authentic in several ways, often in combination. It can have an authentic context, such as when students solve problems like those faced by people in the world outside of school (e.g., entrepreneurs developing a business plan, engineers designing a bridge, or advisors to the City Council recommending policy). It can involve the use of real-world processes, tasks and tools, and performance standards, such as when students plan an experimental investigation or use digital editing software to produce professional quality videos. It can have a real impact on others, such as when students address a need in their school or community (e.g., designing and building a school garden, improving a community park, providing support to local immigrant families) or create a product or service that will be used or experienced by others. Finally, a project can have personal authenticity when it speaks to students' own concerns, interests, cultures, identities, and issues in their lives.

The Why: When a project is designed with authenticity in mind, students are engaged in learning for a purpose. Their motivation increases because they see why what they are learning matters. Students also understand how to transfer their learning, as they apply the concepts and skills from the standards to life beyond the classroom. Finally, designing projects with authenticity in mind helps to bridge the gap between school and home, and provides an opportunity for students to use and share the knowledge and skills they bring into the classroom (including cultural competency, community wisdom, place-based knowledge, and language skills).

Student Voice & Choice

The What: Gold Standard projects include opportunities for students to make their voices and perspectives heard, within and beyond the classroom. Students are invited to speak in their own ways and to express their own opinions, rather than speak in ways they think the teacher wants.

Effective projects are also shaped by student choice: students can have input and (some) control over many aspects of a project, from the questions they generate, to the resources they will use to find answers to their questions, to the tasks and roles they will take on as team members, to the products they will create. More advanced students may go even further and select the topic and nature of the project itself; they can write their own driving question and decide how they want to investigate it, demonstrate what they have learned, and how they will share their work.

The Why: Having a say in a project creates a sense of ownership in students; they care more about- and bring more of themselves to- the project. When student voices are centered in projects, they are able to learn from one another, and they learn that their voices and ideas matter.

Creating opportunities for student choice in a project also increases student engagement and ownership. Additionally, students learn how to evaluate options and strategically approach challenges- critical skills that will support their leadership and agency within and well beyond the classroom walls.
Finally, both voice and choice within a project contribute to a culture of shared power- students learn to recognize their own power and that of their peers, and learn to use that power responsibly to benefit each other and the larger community.

Reflection

The What: John Dewey, whose ideas continue to inform our thinking about PBL, pointed out that we do not learn from experience. We learn from reflecting on experience. Throughout a project, students - and the teacher - should reflect on what they're learning, how they're learning, and why they're learning, as well as how they are changing as learners. Reflection can occur informally, as part of classroom culture and dialogue, but should also be an explicit part of project journals, scheduled formative assessment, discussions at project checkpoints, and public presentations of student work.

The Why: Reflection on the content knowledge and understanding gained helps students solidify what they have learned and think about how it might apply elsewhere, beyond the project. Reflection on the project itself - how it was designed and implemented - helps students decide how they might approach their next project, and helps teachers improve the quality of their PBL practice. And reflection on their own growth as learners- including in the area of success skill development- helps students to take ownership of their learning, celebrate success, and identify new goals for continued growth.

Critique & Revision

The What: High quality student work is a hallmark of Gold Standard PBL, and such quality is attained through thoughtful critique and revision. Students should be taught how to give and receive constructive peer feedback that will improve project processes and products, guided by rubrics, models, and formal feedback/critique protocols. In addition to peers and teachers, outside adults and experts can also contribute to the critique process, bringing an authentic, real-world point of view.

The Why: Giving and receiving purposeful feedback helps students build a shared understanding of what quality work looks like with regard to the targeted content and skills. It also expands responsibility for formative assessment and collective learning from the teacher alone to the whole class, helping to create a culture of interdependence and investment in collective learning. Finally, regularly engaging in critique and revision processes helps students to develop a growth mindset- moving from a paradigm in which work is "right or wrong" to a paradigm in which work is always improving.

Public Product

The What: In Gold Standard PBL, students share the work they create with an audience beyond the classroom. This can take many forms: a tangible product that students design or build, or the presentation of a solution to a problem or an answer to a driving question. A public product can be complex- the launch of a large-scale event, website, or change effort in the community- or simple- a video conference with classroom family members or a presentation to another class in the school. What's important is that someone beyond the teacher will see students' work and hear about their learning.

Many PBL schools and districts reinforce this message by repurposing the traditional "open house" into an exhibition of project work, which helps build understanding and support for PBL among stakeholders. When the public sees what high-quality products students can create, they're often surprised - and eager to see more.

The Why: There are three major reasons for creating a public product in Gold Standard PBL. First, like authenticity, a public product adds greatly to PBL's motivating power and encourages high-quality work. When students have to present or display their work to an audience beyond the classroom, the stakes- and the bar for student performance- are raised.

Second, by creating a product, students make what they have learned tangible and thus, when shared publicly, discussible. Instead of only being a private exchange between an individual student and teacher, the social dimension of learning becomes more important. This has an impact on classroom and school culture, helping create a "learning community," where students and teachers discuss what is being learned, how it is learned, what are acceptable standards of performance, and how student performance can be made better.

Finally, making student work public is an effective way to communicate with families, community members, and the wider world about what PBL is and what it does for students. When a classroom, school, or district opens itself up to public scrutiny, the message is, "Here's what our students can do - we're about more than test scores."

The Essential Project Design Elements are designed to serve as guideposts for teachers when planning Gold Standard projects for their classrooms. They are also intended to be developed over time- not all Elements will be strong in a teacher's first project, but they will become more evident as teachers and their students gain experience and confidence with the project process. What's most important as teachers begin to work with the Essential Project Design Elements is that they do so with a focus on the transformative impact that PBL can have for all students.

Yes, we provide PBL training for educators!

PBLWorks offers a variety of PBL workshops, courses and services for teachers, school and district leaders, and instructional coaches - whether you're just getting started or advancing your practice.

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Gold Standard PBL: Essential Project Design Elements

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An overview of the 7 Essential Project Design Elements in the PBLWorks model for Gold Standard PBL. Adapted from "Gold Standard PBL: The Essential Project Design Elements" white paper by John Larmer and John Mergendoller (2015).

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Portal Teach-in Education. Gestão Pedagógica e Capacitação de Professores.

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Teach-in Education. Portal de Gestão Pedagógica de escolas, capacitação e Treinamento de professores nas áreas línguística e metodológica.

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

The problem must motivate students to seek out a deeper understanding of concepts.

The problem should require students to make reasoned decisions and to defend them.

The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.

If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.

If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.

Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.

The problem needs to be introduced in stages so that students will be able to identify learning issues that will lead them to research the targeted concepts. The following are some questions that may help guide this process:

What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?

How will the problem be structured?

How long will the problem be? How many class periods will it take to complete?

Will students be given information in subsequent pages (or stages) as they work through the problem?

What resources will the students need?

What end product will the students produce at the completion of the problem?

Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.

The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills.

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Why Focus on Verbs?

Verbs are powerful. As an English teacher, I would always have a lesson on powerful verbs. We would try to take verbs like to go and to say and come up with more powerful and specific verbs like to swoop or to exclaim to work on word choice and powerful writing. In fact, we had a ceremony where we buried "dead" verbs that we would no longer use in our writing. While silly, it helped students focus on their writing. Now, take this to a teacher level and and apply it to PBL.

Projects are supposed to focus on authentic problems and challenges, whether real or scenario-based. Verbs focus on action and doing. When we focus on verbs, we focus on not only what students will learn, but what they will do with that learning-the application of that knowledge.

Verbs can help us hone our purpose for the project. What do I hope that students get out of this project? What action are students taking? What change are they making? What are we discovering? All of these reflective questions can be folded into this: "What is the verb of the project?"

Weak Verbs, Powerful Verbs

A weak verb can make or break a project, or cause you to run into pitfalls. For example, the verb to tell runs the risk of students simply regurgitating knowledge. On the other hand, it could lead students to tell creative stories full of imagery and imagination. Similarly, the verb to teach could lead a student to simply stand and lecture, or it could lead them to design an innovative lesson. The problem with weak verbs is that they don't, by themselves, push students to richer learning outcomes. Instead of tell, why not persuade? Instead of teach, why not advocate?

Here is an example of how finding the right verb can transform a project. A teacher needed students to learn about religions around the world in her social studies class. She wanted to make sure it was a project where students couldn't copy and paste the content. At the outset, her project was too googleable-students could complete the work without any critical thinking or creativity, simply by using a search engine. She then thought about what students would do with this knowledge. What was the one verb that would capture the purpose? Was it to share? No. Was it to build awareness? No. Finally she landed on the verb to debunk -specifically, debunking stereotypes about world religions. She wanted students to choose what they would debunk as well as what product they might use to do so.

Through reflection and by picking the right verb, she came to the overall purpose of the project. Once she had the verb picked for her project, the driving question came naturally: "How can we debunk stereotypes that the general public has about world religions?" It was an easy plug and play. This is especially useful, as many teachers new to PBL struggle with the driving question. By focusing on the verb, you inevitably create a piece of the driving question for the project.

Teachers should pick verbs that are appropriate to their students and contexts. There are many lists of powerful verbs out there on the internet- like this one, for example-and they can serve as inspiration to make your project not only more challenging, but also focused on having students do something with the knowledge and content.

Can Students Choose the Verbs?

Students can be involved in the process of creating or cocreating the verb for a project. It all depends on your comfort level of working with students to create questions. You might present students with a topic as well as a list of verbs and ask them what the best verb for that topic would be. That might work with class projects or individual passion-based projects. In addition, you might have students create questions from verbs that fit under a larger driving question, so students might choose a path within the project to explore with verbs that are focused on action. You can support students with your own version of the Tubric, a tactile tool used to create questions.

When you design projects, consider using verbs as a focal point. They can help not only focus the project, but create action and ensure application of knowledge, as well as lead to a powerful driving question.

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Verbs are powerful. As an English teacher, I would always have a lesson on powerful verbs. We would try to take verbs like to go and to say and come up with more powerful and specific verbs like to swoop or to exclaim to work on word choice and powerful writing.

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Project-Based Learning with Ingrid Puche - Prefeitura de Jundiai -Turma manhã - Google Jamboard

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Project-Based Learning with Ingrid Puche - Prefeitura de Jundiai -Turma manhã

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Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

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We've noticed over the years of facilitating our PBL 101 workshops that one of the most challenging parts for teachers designing a project is writing the driving question.

One reason is that it's a writing task, and not everyone is a writer. Many teachers are great at creating curriculum units and lesson plans, and many are great at working with students, but crafting the wording of a question that captures the heart of a project can be tricky.

Let's review. A good driving question meets the following criteria:

Engaging for students. It is understandable and interesting to students, and it provokes further questions and focuses their inquiry process.

Open-ended. There are several possible answers, and it cannot simply be Googled.

Aligned with learning goals. To answer it, students will need to learn the targeted content and skills.

Troubleshooting Common Pitfalls

Let's look at some typical "first drafts" and how they can be improved to better meet the above criteria.

What were the causes of the U.S. Civil War?
Not open-ended and does not require critical thinking and debate.

What was the most important cause of the U.S. Civil War?

What should people consider when planning for financing college or buying a home?
Not as engaging as it would be if it were specific and had a charge to take action.

What financial planning advice would we give to our "client" family?

Why is genetic engineering a bad idea?
Engaging, but slanted in one direction.

Should we allow designer babies?

How can we use measurement skills and geometry to plan a park?
States learning goals but doesn't have to; lacks a purpose or "why."
How can we plan a park that people in our community will visit?

Specify the Role & Product, or Not?

Another issue about driving questions that crops up in our workshops and among our National Faculty when coaching teachers is more matter of preference, although it can affect student engagement. You'll notice on the above chart that I did not include the project's product in any of the revised driving questions. I also did not include a role that students are playing. But the product and role could be specified in some projects, and might be useful for students in some cases.

At the Buck Institute, we talk about two general types of driving questions in PBL, and here are some pros and cons for each...

1. Driving Questions that explore a philosophical or debatable issue, or an intriguing topic, such as:

Is there "liberty and justice for all" in our society?

Could there be life on other planets?

What should be our policy on immigration?

What does it mean to be a man?

Does it matter what we eat?

Pros: Highly engaging to students; the kind of question they'll keep talking about when they leave the classroom. Often resemble "essential questions" found in Understanding by Design and the Coalition of Essential Schools, which teachers may be familiar with.

Cons: Harder to write; may feel like advanced PBL practice because the task and product are not spelled out. Typically found more often in upper grade levels and certain subject areas (e.g., humanities) more than others (e.g. math, world languages, career/tech).

2. Driving Questions that specify a product to be created or a problem to be solved-to which the students' role may be added, such as:

How can we help protect an endangered species in our area?

How can we reduce bullying?

How can we create a guide to our community for new immigrants?

How can we, as historians, create podcasts that tell the story of our city?

How can we, as medical interns, diagnose a sick patient?

Pros: Easier to write. Helps focus younger students on their task in a project. Roles define the kind of thinking we want students to do (as historians, scientists, etc.), add a real-world element, and can be good for career exploration.

Cons: Can feel less engaging for students; sometimes simply states what the teacher wants students to do. Roles may feel fake to some students; older students in PBL especially may prefer being themselves.

As with many decisions teachers need to make when designing and facilitating PBL, how to write a driving question depends on your own style, your context, your students.

I lean toward student engagement as the most important criterion. I'd also advise teachers to get feedback from colleagues on your draft driving questions-and even from students in a focus group.

Or you could actually co-craft it with students... but that process is a whole 'nother story (see this post by our National Faculty member Sara Lev for more on that).
Feel free to reach me on Twitter @johnlpbl to share your driving questions and get feedback!

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A Tricky Part of PBL: Writing a Driving Question

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PBLWorks Editor in Chief John Larmer gives guidance for troubleshooting pitfalls and deciding which type of DQ fits your project.

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Planejamento de projetos em contextos bilíngues

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Planejamento de projetos em contextos bilíngues

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Capítulo 7 - Planejando os Projetos em Contextos Bilíngues

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Project-Based Learning with Ingrid Puche - Prefeitura de Jundiai -Tarde - Google Jamboard

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Project-Based Learning with Ingrid Puche - Prefeitura de Jundiai -Tarde

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PBL - COMPONENTES DE UM PROJETO NA REDE - Google Jamboard

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PLANEJANDO UM PROJETO - INF/ MANHÃ - Google Jamboard

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PLANEJANDO UM PROJETO - INFANTIL TARDE - Google Jamboard

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Planejando um Projeto - Fundamental tarde

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Planejando um Projeto - Fundamental tarde

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PLANEJANDO UM PROJETO - FUNDAMENTAL TARDE - Google Jamboard

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Planejando um projeto - Fundamental manhã

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Planejando um projeto - Fundamental manhã

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PLANEJANDO UM PROJETO - FUND/ MANHÃ - Google Jamboard

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Projeto Partes do corpo/ Diversidade/ Preferências/Alimentação saudável

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Projeto Partes do corpo/ Diversidade/ Preferências/Alimentação saudável

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Perguntas orientadoras
1- o que é sustentabilidade?
2- o que você pensa sobre sustentabilidade?
3- o que você entende por sustentabilidade?
4- você considera sua família sustentável? E a escola?

Produto final
Jornal informativo virtual

Áreas do conhecimento
Uso das tecnologias, trabalho em equipe, protagonismo estudantil

Aspectos linguísticos
Verbos no imperativo

Etapas do projeto
1- análise e discussão da imagem do livro
2- sugestões sobre como seria o correto em relação à imagem do livro
3- listar os itens descartados incorretamente
4- pesquisar o tempo de decomposição de cada tipo de material (chromebooks)
5- montagem de um painel com as informações coletadas
6- pesquisa e apresentação sobre o porquê das cores destinadas a cada tipo de lixo
7- investigação na escola sobre quais itens podem ser melhorados na sustentabilidade da escola
8- quais ações podem ser tomadas a partir das fragilidades encontradas
9- montagem do jornal virtual com as informações coletadas, jogos educativos e fotos das etapas do projeto

Ariane Locatelli
Audrey Ludmilla
Márcia Elisabete
Sílvia Loureiro
Sílvia Perigolo

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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PBLWorks_Thinking Routines and Project PATH_0 (1)

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Projeto: Cientistas das Cores - atualizado

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Projeto: Cientistas das Cores - atualizado

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Teachers: Rosangela do Amaral, Antoniel Lacerda, Joao Carlos, Vanessa Alves

Título do projeto

Whe are the world

Ano escolar:
4° . e 5°

Questão Orientadora

De onde vem o povo brasileiro

Duração:

4 semanas

Disciplina: Língua Inglesa

Público:

Estudantes

Alcance:

Estudantes

Objetivos de aprendizagem

Conhecer e ampliar o conhecimento sobre as diferentes etnias;

Trabalhar o contexto de bullying e preconceito racial.

Entender que existem diferentes sotaques e não devemos ter preconceito linguísticos.

Construir laços afetivos e convívio social.

Ferramentas tecnológicas:
Chromebook,som bluetooth,tela interativa.

Resumo do projeto:

*****

Conteúdos:
Pontos turísticos / Lugares
Países e nacionalidades
Sentimentos e emoções
Musica Whe are the world de Michael Jackson and Friends (Versão original de 1985 e 2010)

Etapas:

1ª. Semana

https://youtu.be/p34sK9AYQN4?si=CqfdJWrIcSpqJ9Uh

Where do we come from?
Países que têm colonia no Brasil
Flashcard com a bandeira dos países.
Explicar a motivação do clipe. (Introdução ao assunto da desigualdade social e a diferença da etnia)

2ª Semana

Which country does this place belong to?

Fotos de lugares que parecem de fora mas são do Brasil.
Explicar  sobre os diferentes sotaques.

3ª. Semana

How do you feel about being mocked?
Explicar sobre bullying

4ª. Semana

https://youtu.be/Glny4jSciVI?si=_ZLHCAwCSBpYiXtK

Trabalhar a parte do rap

Fechamento

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Projeto de Ingl s Serra do Japi atualizado ap s revis o Ingrid 

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Projeto Atualizado.
*As observações da Ingrid estão adicionadas com um destaque em amarelo.*
Grupo: Alessandra, Erica, Laíse, Salete e Saulo.

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A importância dos insetos

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Planejamento de Projetos - Importância dos insetos

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Projeto elaborado pelos professores Adriana Rufino, Alessandra Coelho,Ana Paula Puppo, Cinira Duarte, Cristiane Brum e Mario Alves.

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Projeto elaborado pelos professores Adriana Rufino, Alessandra Coelho,Ana Paula Puppo, Cinira Duarte, Cristiane Brum e Mario Alves.

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Project: What makes me different from my classmates? (under construction)

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Project: What makes me different from my classmates? (under construction)

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Projeto - Animais da Serra do Japi - Atualizado 26/09

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Projeto - Animais da Serra do Japi - Atualizado 26/09

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Atualizado em 26/09 -Trabalhando a fala e a escrita espontânea por meio das brincadeiras 

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Atualizado em 26/09 -Trabalhando a fala e a escrita espontânea por meio das brincadeiras 

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Projeto Partes do corpo/ Diversidade/ Preferências/Alimentação saudável (FEEDBACK INGRID)

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Projeto Partes do corpo/ Diversidade/ Preferências/Alimentação saudável (FEEDBACK INGRID)

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Projeto - Alimentação Saudável - FEEDBACK INGRID

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Projeto - Alimentação Saudável - FEEDBACK INGRID

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Projeto - Alimentação Saudável - FEEDBACK INGRID

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Projecto Cientistas das Cores - INGRID FEEDBACK

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Projecto Cientistas das Cores - INGRID FEEDBACK

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Queridos, não consegui criar um google docs para o arquivo de vocês. Então, estou escrevendo as minhas observações aqui.

Questão orientadora:
A forma como vocês escreveram, talvez seja uma forma que os professores apresentam a reflexão para os alunos. No entanto, a questão orientadora deste projeto talvez seja algo como:  como as cores nascem?

Lembrem-se que a questão orientadora é aquela que orienta toda a investigação do projeto. Qualquer dúvida, este artigo pode ajudar: https://www.pblworks.org/blog/tricky-part-pbl-writing-driving-question

Produto final:
Um mural contando o processo pode e não pode ser um produto final. Ele é um produto final se as crianças que forem montar esse mural, e não sei se esse seria o foco.
O produto final é algo que torna visível as respostas sobre a questão orientadora de uma forma tangível, seja pela construção, ação ou mudança.
Se a questão orientadora é sobre as cores, me aprece o mural poderia mostrar o resultado da combinação de diversas cores. As crianças devem ser convidadas a montar esse mural que ensina as cores. Talvez utilizando diferentes materiais e mostrando as misturas. Talvez por imagens, recortes, vocês escolhem o COMO.
Mas o mural só será autêntico se tiver uma função conectada a questão orientadora.

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Animais da serra do Japi - REVISADO INGRID 

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Animais da serra do Japi - REVISADO INGRID 

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Projeto: animais da Serra do Japi (infantil) Atualizado. - REVISADO INGRID

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A importância dos insetos - revisado Ingrid

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A importância dos insetos - revisado Ingrid

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Project Based Teaching Practices: Build the Culture - Look & Feel of the Classroom

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Austin's Butterfly: Models, Critique, and Descriptive Feedback

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We've noticed over the years of facilitating our PBL 101 workshops that one of the most challenging parts for teachers designing a project is writing the driving question.

One reason is that it's a writing task, and not everyone is a writer. Many teachers are great at creating curriculum units and lesson plans, and many are great at working with students, but crafting the wording of a question that captures the heart of a project can be tricky.

Let's review. A good driving question meets the following criteria:

Engaging for students. It is understandable and interesting to students, and it provokes further questions and focuses their inquiry process.

Open-ended. There are several possible answers, and it cannot simply be Googled.

Aligned with learning goals. To answer it, students will need to learn the targeted content and skills.

Troubleshooting Common Pitfalls

Let's look at some typical "first drafts" and how they can be improved to better meet the above criteria.

What were the causes of the U.S. Civil War?
Not open-ended and does not require critical thinking and debate.

What was the most important cause of the U.S. Civil War?

What should people consider when planning for financing college or buying a home?
Not as engaging as it would be if it were specific and had a charge to take action.

What financial planning advice would we give to our "client" family?

Why is genetic engineering a bad idea?
Engaging, but slanted in one direction.

Should we allow designer babies?

How can we use measurement skills and geometry to plan a park?
States learning goals but doesn't have to; lacks a purpose or "why."
How can we plan a park that people in our community will visit?

Specify the Role & Product, or Not?

Another issue about driving questions that crops up in our workshops and among our National Faculty when coaching teachers is more matter of preference, although it can affect student engagement. You'll notice on the above chart that I did not include the project's product in any of the revised driving questions. I also did not include a role that students are playing. But the product and role could be specified in some projects, and might be useful for students in some cases.

At the Buck Institute, we talk about two general types of driving questions in PBL, and here are some pros and cons for each...

1. Driving Questions that explore a philosophical or debatable issue, or an intriguing topic, such as:

Is there "liberty and justice for all" in our society?

Could there be life on other planets?

What should be our policy on immigration?

What does it mean to be a man?

Does it matter what we eat?

Pros: Highly engaging to students; the kind of question they'll keep talking about when they leave the classroom. Often resemble "essential questions" found in Understanding by Design and the Coalition of Essential Schools, which teachers may be familiar with.

Cons: Harder to write; may feel like advanced PBL practice because the task and product are not spelled out. Typically found more often in upper grade levels and certain subject areas (e.g., humanities) more than others (e.g. math, world languages, career/tech).

2. Driving Questions that specify a product to be created or a problem to be solved-to which the students' role may be added, such as:

How can we help protect an endangered species in our area?

How can we reduce bullying?

How can we create a guide to our community for new immigrants?

How can we, as historians, create podcasts that tell the story of our city?

How can we, as medical interns, diagnose a sick patient?

Pros: Easier to write. Helps focus younger students on their task in a project. Roles define the kind of thinking we want students to do (as historians, scientists, etc.), add a real-world element, and can be good for career exploration.

Cons: Can feel less engaging for students; sometimes simply states what the teacher wants students to do. Roles may feel fake to some students; older students in PBL especially may prefer being themselves.

As with many decisions teachers need to make when designing and facilitating PBL, how to write a driving question depends on your own style, your context, your students.

I lean toward student engagement as the most important criterion. I'd also advise teachers to get feedback from colleagues on your draft driving questions-and even from students in a focus group.

Or you could actually co-craft it with students... but that process is a whole 'nother story (see this post by our National Faculty member Sara Lev for more on that).
Feel free to reach me on Twitter @johnlpbl to share your driving questions and get feedback!

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A Tricky Part of PBL: Writing a Driving Question

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PBLWorks Editor in Chief John Larmer gives guidance for troubleshooting pitfalls and deciding which type of DQ fits your project.

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