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Uau!!!! Show de bola pessoal! Parabéns pela super organização, reflexão e participação ao longo do curso! Vocês fizeram um papel lindo e este padlet é o resultado de tudo isso! Congrats! <3

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. Preactive phase: preparatory phase where the focus is on engaging and exploring ideas, conneting to and building on prior knowledge;
. Interactive Phase: the focus is on processing new information under study;
. Reflective Phase: Apllying learned knowledge to new broader contexts. This phase focus more on the student and less on the teacher. Students are required to apply, synthesize, problem solve and create knowledge;

-> A framework is a roadmap for teaching and learning. For teachers, it's a planning guide. For the learners, it's a study guide;
-> Receptive Vocabulary x Expressive Vocabulary:
Receptive: recognized when seen or heard;
Expressive: used in speech or writing;

-> Vocabulary Development Strategies:
. Use context clues;
. Do morphemic analysis;
. Ask someone;
. Consult the dictionary;

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Think about this video;

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. Interactive Reading: to use both what you know from prior knowledge and what you infer from your knowledge of the language and print conventions;

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"The letter in our alphabet represent phonemes - individual speech sounds. For some children, the ability to notice individual sounds in spoken words (phoneme awareness) is one of the most difficult academic tasks they will ever encounter.";
. Phonological Awareness encompasses an awareness of various-sized units of sounds in spoken words such as rhymes (whole words), syllabes (large parts of words) and phonemes (individual sounds);
. Providing students effective phonics instruction is important not only because it leads to reading compreenhension, but also because it improves student's engagement with books;

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. It's important to stop reinforcing stereotypes and embrace marginalized voices;
. Bring media literacy into your classroom;
. Help students to seek for reliable information sources and be an active agent;
.

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. In the first part of the class, we were divided into groups to discuss our thoughts on the video "Flowers are Red (youtube.com/watch?v=fW-NbxUWLKA) and try to identify how the conservative and traditionalist perspective on education can limit students in their academic and personal lives;
. In the second group discussion, we talked about what's Literacy and what's not, and
. "Literacy is the ability, confidence and willingness to engage with language to acquire, construct and communicate meaning in all aspects of daily living. Language is explained as a socially and culturally constructed system."
Being literate goes beyond having the ability to crack the codes that make a language, but is also the capacity to develop aptitudes, understand social concepts and being sociably communicative;

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. In the active methodology, the focus is on the learner and the learning. Also, is the capacity to seek, proccess, understand, think, elaborate and announce what he/she has learned;
. Retention of information;

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. Global competence is the ability to be an engaged citizen, who wishes to improve the world around him/her, to make people who are problem solvers;

** Global Competencies **

-> Communication;
-> Innovation, creativity and entrepreunership;
-> Critical thinking and problem solving;
-> Global citizenship and sustainability;
-> Collaboration;
- > Learning to learn/self-awareness;

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. Neuroscience suggests that bilingual people perform better in IQ tests, when applied in large samples;
. Brain's executive function:
- Updating
- Shifting
- Inhibiting

. The Brain's Reward system:

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Main theme of the class: Bilingualism in Childhood

. Bilingualism is the coexistence of more than one linguistic system in an individual;
. Bilingualism rewires your brain;

https://www.edutopia.org/article/why-ages-2-7-matter-so-much-brain-development

. The human brain didn't evolve to accomodate one language only;
.  “translanguaging goes beyond code-switching and translation in education because it ‘refers to the process by which bilingual students perform bilingually in the myriad multimodal ways of classrooms –reading, writing, taking notes, discussing, signing, etc.’"
(Gracía & Wei,  Translanguaging: Language, Bilingualism and Education, 2014)
. The process of learning english is not linear, so even if the kid can't speak yet, it doesn't mean he/she is not learning;

**References**
. Abutalebi, D. Perani, Bilingualism, Editor(s): Arthur W. Toga, Brain Mapping, Academic Press, 2015, Pages 469-473

. Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and aging, 19(2), 290.

. Bialystok, E., Craik, F. I., & Luk, G. (2012). Bilingualism: consequences for mind and brain. Trends in cognitive sciences, 16(4), 240–250. doi.org/10.1016/j.tics.2012.03.001

. García, O., & Wei, L. (2014). Language, bilingualism and education. In Translanguaging: Language, bilingualism and education (pp. 46-62). Palgrave Macmillan, London.

. Goetz, P. J. (2003). The effects of bilingualism on theory of mind development. Bilingualism, 6(1), 1.

. Grosjean, F. (1982). Life with two languages: An introduction to bilingualism. Harvard University Press.

. Hakuta, Kenji. "Bilingualism." (2009): 173-178.

. Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.

. Kuhl, P. K. (2000). A new view of language acquisition. Proceedings of the National Academy of Sciences, 97(22), 11850-11857.

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Discussion about the video: https://www.youtube.com/watch?v=Y4DiJF0AKAU
- Did the accent of the speaker affected his ability to communicate?

The Elephant in the Room Analogy
. To be a good English teacher, we need more than proficiency, but also empathy, humour, enthusiasm and the ability to inspire;
. English as "língua franca": two people who speak different languages choose to speak in English to be understood;

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Language learning x Language acquisiton
. You don't have to learn a language when a child still to become proficient;
. The fact that our ability to learn a new language diminishes by the age of 18 is caused by an epiphenomenon - social changes occur and, therefore, the ability or willingness to learn a new language;
"It doesn't matter when you start, but how far you go."

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Plan the ideal school over the video:

Engage, Build, Consolidate: An Effective Framework for Lesson Planning (https://www.youtube.com/watch?v=diEcyeIrIJM&t=564s)

Key Ideas of the video:

. Integrate arts and science;

. Think like a scientist/ stay curious;

Reference: http://www.scienceoflearning-ebc.org/​

. Principles to plan how to teach:
- Engange
- Build
- Consolidate

. Expose students to new stuff;
. Remember that every brain is different;
. Games engage;
. New knowledge must be built on prior knowledge;

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Some highlights of this class was getting to know that animals can think, and that grammar is what separates us from them. Also, thinking can happen regardless of language, but the language does affect the way we think.

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. Learning is more effective when you space out studies;
.Biligualism delays neurodegenerative diseases;
. We can't separate rationality from emotion;

-> Team Carol Dweck and Angela Duckworth