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SL & R Student Self Assessment & Diagnostic Info

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Teachers Corner (2015) Collecting and Using Data

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Snow, D. 2007. Evaluation Grading & Backwash Ch 4

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Shaaban K (2005) Assessing Young Learners

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Avaliação da aprendizagem de Inglês por crianças - Módulo 8 / Atividade do Módulo e Encerramento

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Avaliação da aprendizagem de Inglês por crianças - Módulo 8

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Avaliação da aprendizagem de Inglês por crianças - Módulo 7

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Avaliação da aprendizagem de Inglês por crianças - Módulo 6

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Avaliação da aprendizagem de Inglês por crianças - Módulo 5

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Seven essential considerations for assessing young learners - Módulo 4

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Roteiro de leitura para o artigo de Amy Malloy - Módulo 4

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Avaliação da aprendizagem de inglês por crianças - Módulo 4

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Avaliação da aprendizagem de Inglês por crianças - Módulo 4

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Avaliação_Mecanismo Propulsor - Módulo 3

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Avaliação da aprendizagem de Inglês por crianças - Módulo 3

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Avaliação da aprendizagem de inglês por crianças - Módulo 3 slides

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Teachers need to adapt, change, and design lessons, using new technology, approaches, models, and pedagogies that help students understand the multimodal world around them. Serafini (2011) suggests that "as images come to dominate the texts that adolescents use to communicate and make sense of their world (e.g., Internet, textbooks, instructional DVDs, video games, magazines) readers will need to draw from a new set of strategies, vocabularies, and processes for interpreting these multimodal resources" (Serafini, 2011, p. 348). In order to provide students with these 'new strategies', the New London Group (1996) suggests that educators need to cultivate a pedagogy that incorporates four main components: "

situated practice , overt instruction , critical framing , and transformed practice " (Cope & Kalantzis, Language Policy and Political Issues in Education, 2008, p. 205). These four constituents should be reflected on, incorporated and woven into the foundation of every aspect of multiliteracies pedagogy.

These components do not stand alone, they are "often interrelated, and an integration of the four components is necessary for effective literacy teaching, and learning" (Angay-Crowder, Choi, & Yi, 2013, p. 38).

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Main Components of Multiliteracies Pedagogy

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Teachers need to adapt, change, and design lessons, using new technology, approaches, models, and pedagogies that help students understand the multimodal world around them. Serafini (2011) suggests that "as images come to dominate the texts that adolescents use to communicate and make sense of their world (e.g., Internet, textbooks, instructional DVDs, video games, magazines) readers will need to draw from a new set of strategies, vocabularies, and processes for interpreting these multimodal resources" (Serafini, 2011, p.

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Avaliação na Produção Oral de Língua Estrangeira para Crianças - UNI3

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Assessing Young Language Learners - UNI3

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 8

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 7

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 6

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 5

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 4

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 3

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 2

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 3 / Aula 1

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Técnicas e Instrumentos de Avaliação da Aprendizagem - UNI2

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Desempenho oral em português para falantes de outras línguas - UNI2

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Avaliação_diferentes nomenclaturas mesma prática pedagógica - UNI2

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 2

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O inglês na educação básica brasileira_sabemos sobre ontem e quanto ao amanhã - UNI1

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Lei de Diretrizes e Bases da educação nacional - UNI1

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Diretrizes Curriculares Nacionais para Educação Básica - UNI1

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Base Nacional Comum Curricular (BNCC 2018) - UNI1

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 1 / Aula 2

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Tópicos Especiais em Ensino de Inglês para Crianças - Apresentação

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Tópicos Especiais em Ensino de Inglês para Crianças - Unidade 1 / Aula 1

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Metodologia Científica e da Pesquisa - UNI3

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Questões de ética na pesquisa em Linguística Aplicada - UNI2

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Pesquisa qualitativa versus pesquisa quantitativa_Esta é a questão - UNI2

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BAUER, Martin W.; GASKELL, George (ed.) - Pesquisa Qualitativa com Texto, Imagem e Som

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Metodologia de Pesquisa - Unidade 2 / Aula 2

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Metodologia de Pesquisa - Unidade 2 / Aula 1

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Caminhos e descaminhos_a pesquisa na formação de professores de língua estrangeira - UNI1

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Desenvolvimento Infantil e Aprendizagem - Unidade 3

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D16 - Alfabetização e a psicogênese da língua escrita

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O pensamento de Emilia Ferreiro sobre alfabetização - UNI3

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D-08 - Paradigma Construtivista na Educação - - Jean Piaget 3 - (2/2)

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D-08 - Paradigma Construtivista na Educação - Jean Piaget 3 - (1/2)

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Desenvolvimento Infantil e Aprendizagem - Unidade 2 / Aula 3

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Desenvolvimento Infantil e Aprendizagem - Unidade 2 / Aula 2

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Desenvolvimento Infantil e Aprendizagem - Unidade 2 / Aula 1

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D-08 - Paradigma Sócio-Construtivista na Educação - Jean Piaget 2 - (2/2)

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D-08 - Paradigma Sócio-Construtivista na Educação - Jean Piaget 2 - (1/2)

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D-04 - Lev Vigotski - Desenvolvimento da linguagem

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Lev Semionovich Vygotsky_Página 11 a 34_Página 46 a 73 - UNI1

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Vygotsky e a Zona de Desenvolvimento Proximal-ZDP - UNI1

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Desenvolvimento Infantil e Aprendizagem - Unidade 1 - Aula 2

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Desenvolvimento Infantil e Aprendizagem - Unidade 1 - Aula 1

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MALTA_Aprender brincando em língua estrangeira - UNI7

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Nearly every week, if not every day, there are more and more open source and open educational resources available and accessible to us. It's impossible to ignore. It also seems impossible to keep pace with the sheer volume.

Despite this, I will attempt here to give a comprehensive listing of many helpful, accessible, amazing open education resources. (There will inevitably be some left out, but here goes!)

To begin, it's good to understand that t here are open resources for almost every age, grade, and subject:

elementary, middle, and high school students

higher, tertiary, and vocational education

special needs and gifted students

public or private school students

homeschoolers or unschoolers

parents, teachers, and administrators

Where open education is being used

Prime Minister David Cameron announced in February 2013 that more UK universities are joining Futurelearn, the UK's first provider of free, open online courses (with the British Library). In both the UK and US, there are hundreds or thousands of free, open online courses being used; increasingly we are seeing other countries, like Brazil and India, start to become heavy users and hotbeds for open source and open educational resources too.

Unesco has advocated for the use of open source and open educational resources worldwide. And, in December 2012 a UN trade group said that governments should seize open source opportunities and become less reliant on large-scale software manufacturers.

Why open source?

All educators and administrators, and hey, students too, should read and pass along this short note on Why should open source software be used in schools? Information like this helps begin the process of understanding, gets people on board, and can make the difference between action and talking.

Open education resources

OSS Watch provides tips for selecting open source, or for procuring free or open software.

SchoolForge and SourceForge are good places to find, create, and publish open software. SourceForge, for one, has millions of downloads each day.

Open Source Education Foundation and Open Source Initiative, and other organization like these, help disseminate knowledge.

Creative Commons has a number of open projects from Khan Academy to Curriki where teachers and parents can find educational materials for children or learn about Creative Commons licenses. Also, they recently launched the School of Open that offers courses on the meaning, application, and impact of "openness."

Numerous open or open educational resource databases and search engines exist. Some examples include:

OEDb: over 10,000 free courses from universities as well as reviews of colleges and rankings of college degree programs

Open Tapestry: over 100,000 open licensed online learning resources for an academic and general audience

OER Commons: over 40,000 open educational resources from elementary school through to higher education; many of the elementary, middle, and high school resources are aligned to the Common Core State Standards

Open Content: a blog, definition, and game of open source as well as a friendly search engine for open educational resources from MIT, Stanford, and other universities with subject and description listings

Academic Earth: over 1,500 video lectures from MIT, Stanford, Berkeley, Harvard, Princeton, and Yale

JISC: Joint Information Systems Committee works on behalf of UK higher education and is involved in many open resources and open projects including digitizing British newspapers from 1620-1900!

Other sources for open education resources
Universities Global

Global Voices (http://globalvoicesonline.org/) is an international community of bloggers who report on blogs and citizen media from around the world, including on open source and open educational resources

Individuals (which include OERs)

Librarian Chick: everything from books to quizzes and videos here, includes directories on open source and open educational resources

K-12 Tech Tools: OERs, from art to special education

Web 2.0: Cool Tools for Schools: audio and video tools

Web 2.0 Guru: animation and various collections of free open source software

Livebinders: search, create, or organize digital information binders by age, grade, or subject (why re-invent the wheel?)

Legal help

New Media Rights is trying to help digital creators use public domain or open materials legally. They have guides on how to use free and open software materials in various fields.

Free, non-profit resources

WatchKnowLearn and Good Sites for Kids are examples of non-profit organizations that operate in an open way, but are technically not open source. Keep an eye out for them as well to help you along the open education way.

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A guide to free and open source education

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Nearly every week, if not every day, there are more and more open source and open educational resources available and accessible to us. It's impossible to ignore. It also seems impossible to keep pace with the sheer volume. Despite this, I will attempt here to give a comprehensive listing of many helpful, accessible, amazing open education resources.

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CRYSTAL_Language play and linguistic intervention - UNI6