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Vantagens da educação centrada do aluno:

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Vantagens da educação centrada do aluno:

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- cooperação com o professor
- aumento da motivação
- atmosfera positiva
- mais interatividade
- aprendizagem para a vida
- pensamento independente
- aprender a aprender
- fortalecimento de valores
- aumento da criatividade
- maior retenção da informação

Tell me and I will forget,

Show me and I may remember,

Involve me and I will understand.

Chinese proverb (adapted by Benjamin Franklin and others)

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Desvantagens da educação centrada no aluno:

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Desvantagens da educação centrada no aluno:

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- consome tempo
- reduz a disciplina
- medo de perder o controlo
- dificuldades em medir o progresso dos alunos

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Fatores que influenciam a motivação:
- empatia
- respeito
- pertença
- controlo / responsabilidade
- curiosity
- diversão
- medo
- reconhecimento
- curiosidade

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Piano stairs  - TheFunTheory.com - Rolighetsteorin.se

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What is a Flipped Classroom | The Complete Guide with Tools and Tips

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Updated on: In the world of eLearning, the method of flipped classrooms is growing in popularity day by day. In fact, with schools being forced to shift their teaching online due to the COVID-19 pandemic, the flipped classroom has become one of the most effective techniques to help overcome the many challenges of remote teaching and learning.

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OVERVIEW

The jigsaw classroom is a research-based cooperative learning technique invented and developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since 1971, thousands of classrooms have used jigsaw with great success.

The jigsaw classroom has a four-decade track record of successfully reducing racial conflict and increasing positive educational outcomes such as improved test performance, reduced absenteeism, and greater liking for school.

Just as in a jigsaw puzzle, each piece - each student's part - is essential for the completion and full understanding of the final product.

If each student's part is essential, then each student is essential; and that is precisely what makes this strategy so effective.

JIGSAW IN 10 EASY STEPS

The jigsaw classroom is very simple to use. If you're a teacher, just follow these steps:

STEP SEVEN

Bring the students back into their jigsaw groups.

STEP EIGHT

Ask each student to present her or his segment to the group.

Encourage others in the group to ask questions for clarification.

STEP NINE

Float from group to group, observing the process.

If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.

STEP TEN

At the end of the session, give a quiz on the material.

Students quickly come to realize that these sessions are not just fun and games but really count.

ABOUT ELLIOT ARONSON

Elliot Aronson is currently Professor Emeritus at the University of California in Santa Cruz. He has long-standing research interests in social influence and attitude change, cognitive dissonance, research methodology, and interpersonal attraction. Professor Aronson's experiments are aimed both at testing theory and at improving the human condition by influencing people to change dysfunctional attitudes and behaviors.

Professor Aronson received his B.A. from Brandeis University in 1954, his M.A. from Wesleyan University in 1956, and his Ph.D. in psychology from Stanford University in 1959. He has taught at Harvard University, the University of Minnesota, the University of Texas, and the University of California. In 1999, he won the American Psychological Association's Distinguished Scientific Contribution Award, making him the only psychologist to have won APA's highest awards in all three major academic categories: distinguished writing (1973), distinguished teaching (1980), and distinguished research (1999).

MORE ABOUT
ELLIOT ARONSON

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Rubrics contain three essential features: criteria students are to attend to in completing the assignment, markers of quality (typically rating scales), and scoring. Criteria are used in determining the level at which student work meets expectations. Markers of quality give students a clear idea about what must be done to demonstrate a certain level of mastery, understanding, proficiency (i.e., "excellent" does xyz, "fair" does only xy or yz, "poor" does only x or y or z). Rubrics can be used for any assignment in a course, or for any way in which you ask students to demonstrate what they've learned. They can also be used to facilitate self and peer-reviews of student work.

Rubrics aren't just for summative evaluation. They can be used as a teaching tool as well. When used by students as part of a formative assessment, they can help students understand both the holistic nature and/or specific analytics of learning expected, the level of learning expected, and then make decisions about their current level of learning to inform revision and improvement (Reddy & Andrade, 2010).

Fast Facts: Getting Started with Rubrics

Why You Should Consider Rubrics

Rubrics help instructors:

Provide students with feedback that is clear, directed and focused on ways to improve learning.

Demystify assignment expectations so students can focus on the work instead of guessing "what the teacher wants."

Adapt your approach to teaching aspects of a course based on thematic gaps in student learning that are easily identified by reviewing rubrics across a class.

Develop consistency in how you evaluate student learning across students and throughout a class.

Reduce time spent on grading; Increase time spent on teaching.

Rubrics help students:

Focus their efforts on completing assignments in line with clearly set expectations.

Self and Peer-reflect on their learning, making informed changes to achieve the desired learning level.

Developing a Rubric
First Things, First

It will be overwhelming to create a rubric for every assignment in a class at once, so start by creating one rubric for one assignment. See how it goes and develop more from there!

Do not reinvent the wheel. Rubric templates and examples exist all over the Internet, or simply ask colleagues if they have developed rubrics for similar assignments.

The Process

Select an assignment for your course - ideally one you identify as time intensive to grade, or students report as having unclear expectations.

Decide what you want students to demonstrate about their learning through that assignment. These are your criteria.

Develop the markers of quality on which you feel comfortable evaluating students' level of learning - often along with a numerical scale. (i.e., "excellent-2," "fair-1," "poor-0"; or, "Mastery," "Emerging," "Beginning" for a developmental approach)

Give students the rubric ahead of time. Advise them to use it in guiding their completion of the assignment.

The Western Association of Schools and Colleges (WASC) Rubrics

Rubrics for Assessment

There are many resources on the web that provide examples of rubrics that can be used in assessment. In "Other Resources," below, the long UCLA document provides some excellent examples. IN addition the Association of American Colleges and Universities has an excellent set of "Value Rubrics" which we include below. All are Reprinted [or Excerpted] with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and Universities.

Value Rubrics Packet, including rubrics on:

Creative Thinking

Critical Thinking

Information LIterary

Inquiry Analysis

Oral Communication

Problem Solving

Quantitative Literacy

Reading

Written Communication

Other Assessment Resources

Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13-18.

Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Stiggins, R.J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall.

Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.

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A rubric is commonly defined as a tool that articulates the expectations for an assignment by listing criteria, and for each criteria, describing levels of quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001). Rubrics contain three essential features: criteria students are to attend to in completing the assignment, markers of quality (typically rating scales), and scoring.

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Kirkpatrick model: 4 níveis de avaliação de aprendizagens

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Kirkpatrick model: 4 níveis de avaliação de aprendizagens

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The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into account any style of training, both informal or formal, to determine aptitude based on four levels criteria.

Level 1 Reaction measures how participants react to the training (e.g., satisfaction?). Level 2 Learning analyzes if they truly understood the training (e.g., increase in knowledge, skills or experience?). Level 3 Behavior looks at if they are utilizing what they learned at work (e.g., change in behaviors?), and Level 4 Results determines if the material had a positive impact on the business / organization.

This model was developed by Dr. Donald Kirkpatrick (1924 - 2014) in the 1950s. The model can be implemented before, throughout, and following training to show the value of training to the business.

As outlined by this system, evaluation needs to start with level one, after which as time and resources will allow, should proceed in order through levels two, three, and four. Data from all of the previous levels can be used as a foundation for the following levels' analysis. As a result, each subsequent level provides an even more accurate measurement of the usefulness of the training course, yet simultaneously calls for a significantly more time-consuming and demanding evaluation.

Undoubtedly, the most widely used and in-demand method for the assessment of training in businesses nowadays is Kirkpatrick's system based around the four levels as guidelines. The Kirkpatrick model has been used for over 30 years by many different types of companies as the major system for training evaluations. It is evident that Kirkpatrick's vision has made a positive impact to the overall practice of training evaluation.

See also: Instructional design models
Listed below is an in-depth look into the four levels of the Kirkpatrick Model:
Level 1 Evaluation - Reaction

The objective for this level is straightforward, it evaluates how individuals react to the training model by asking questions that establishes the trainees' thoughts. Questions will figure out if the participant enjoyed their experience and if they found the material in the program useful for their work. This particular form of evaluation is typically referred to as a "smile sheet."

As outlined by Kirkpatrick, each program needs to be assessed at this level to help improve the model for future use. On top of that, the participants' responses is essential for determining how invested they will be in learning the next level. Even though an optimistic reaction does not ensure learning, an unfavorable one definitely makes it less likely that the user will pay attention to the training.

Examples of resources and techniques for level one:

Online assessment that can be graded by delegates/evaluators.

Interviews

Can be done immediately after the training ends.

Are the participants happy with the instructor(s)?

Did the training meet the participant's needs?

Are the attendee's happy with the educational tools employed (e.g., PowerPoint, handouts etc)

Printed or oral reports provided by delegates/evaluators to supervisors at the participants' organizations.

"Smile sheets".

Comment forms determined by subjective individual reaction to the training course.

Post-training program questionnaires.

Verbal responses that can be taken into consideration and considered.

Especially encourage written comments

Try to get honest responses and feedbacks

Level 2 Evaluation - Learning
New skills / knowledge / attitudes? What was learned? and What was not learned?
Evaluating at this level is meant to gauge the level participants have developed in expertise, knowledge, or mindset. Exploration at this level is far more challenging and time-consuming compared to level one.

Techniques vary from informal to formal tests and self-assessment to team assessment. If at all possible, individuals take the test or evaluation prior to the training ( pre-test) and following training ( post-test) to figure out how much the participant comprehended.
Examples of tools and procedures for level two:

Measurement and evaluation is simple and straightforward for any group size.

You may use a control group to compare.

Exams, interviews or assessments prior to and immediately after the training.

Observations by peers and instructors

Strategies for assessment should be relevant to the goals of the training program.

A distinct clear scoring process needs to be determined in order to reduce the possibility of inconsistent evaluation reports.

Interview, printed, or electronic type examinations can be carried out.

An interview can be carried out before and after the assessment, though this is time-consuming and unreliable.

Level 3 Evaluation - Transfer
Was the leaning being applied by the attendees?
This level analyzes the differences in the participant's behavior at work after completing the program. Assessing the change makes it possible to figure out if the knowledge, mindset, or skills the program taught are being used the workplace.

For the majority of individuals this level offers the truest evaluation of a program's usefulness. Having said that, testing at this level is challenging since it is generally impossible to anticipate when a person will start to properly utilize what they've learned from the program, making it more difficult to determine when, how often, and exactly how to evaluate a participant post-assessment.

This level starts 3-6 months after training.
Examples of assessment resources and techniques for level three:

This can be carried out through observations and interviews.

Evaluations have to be subtle until change is noticeable, after which a more thorough examination tool can be used.

Were the learned knowledge and gained skills used?

Surveys and close observation after some time are necessary to evaluate significant change, importance of change, and how long this change will last.

Online evaluations tend to be more challenging to integrate. Examinations are usually more successful when incorporated within present management and training methods at the participant's workplace.

Quick examinations done immediately following the program are not going to be reliable since individuals change in various ways at different times.

360-degree feedback is a tool that many businesses use, but is not necessary before starting the training program. It is much better utilized after training since participants will be able to figure out on their own what they need to do different. After changes have been observed over time then the individual's performance can be reviewed by others for proper assessment.

Assessments can be developed around applicable scenarios and distinct key efficiency indicators or requirements relevant to the participant's job.

Observations should be made to minimize opinion-based views of the interviewer as this factor is far too variable, which can affect consistency and dependability of assessments.

Taking into consideration the opinion of the participant can also be too variable of a factor as it makes evaluation very unreliable, so it is essential that assessments focus more defined factors such as results at work rather than opinions.

Self-assessment can be handy, but only with an extensively designed set of guidelines.

Level 4 Evaluation - Results
What are the final results of the training?
Commonly regarded as the primary goal of the program, level four determines the overall success of the training model by measuring factors such as lowered spending, higher returns on investments, improved quality of products, less accidents in the workplace, more efficient production times, and a higher quantity of sales.

From a business standpoint, the factors above are the main reason for the model, even so level four results are not usually considered. Figuring out whether or not the results of the training program can be linked to better finances is hard to accurately determine.
Types of assessment strategies and tools used for level four:

It should be discussed with the participant exactly what is going to be measured throughout and after the training program so that they know what to expect and to fully grasp what is being assessed.

Use a control group

Allow enough time to measure / evaluate

No final results can be found unless a positive change takes place.

Improper observations and the inability to make a connection with training input type will make it harder to see how the training program has made a difference in the workplace.

The process is to determine which methods and how these procedures are relevant to the participant's feedback.

For senior individuals in particular, yearly evaluations and regular arrangements of key business targets are essential in order to accurately evaluate business results that are because of the training program.

References

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Kirkpatrick Model: Four Levels of Learning Evaluation - Educational Technology

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The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Learn what Nearpod is and how it works to transform student devices into powerful learning tools so you spend less time planning and more time teaching!