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Language and Cognition (André Hedlund)

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Language is a technology - Lev Vygotsky 

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Language is a technology - Lev Vygotsky 

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It's through language we can learn how to develop other tools and pass things on from generation to generation.

If you go back to the origin of the word of technology - way, fashion, tool, how to accomplish something. It's not really created, it's naturally developed. We can use language as a powerful tool to achieve things.

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The Truth about Language: What It Is and Where It Came From (Michael C. Corballis)

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The Truth about Language: What It Is and Where It Came From (Michael C. Corballis)

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The Truth about Language: What It Is and Where It Came From

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Buy The Truth about Language: What It Is and Where It Came From on Amazon.com ✓ FREE SHIPPING on qualified orders

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“What’s the greatest piece of technology we invented?” 

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“What’s the greatest piece of technology we invented?” 

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Transcript of “How language began | Dan Everett | TEDxSanFrancisco”

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TED Talk Subtitles and Transcript: Dan Everett brings us back in time to Homo erectus to share how language began and why it is the ultimate evolutionary tool to share knowledge. Dan Everett was born in Southern California. He completed an undergraduate degree in biblical studies from the Moody Bib…

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This is very consistent with human evolution - similar with the tree, ancestors and the branches divide more and more.

Languages have taken lots of time to take their current shape- it’s a long process, same mechanism as how mammals evolved for instance.

Isabela said “Mother languages - words that don't exist in other languages for example.” These words are often reflective of the particular culture in which the language is inserted.

The way a language evolves hinges on cultural and historical aspects. This process creates walls, although we can share things between languages; this cultural exchange further alters language and allows it to evolve. We can talk about our culture without other people to understand.

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MORE THAN 6.000 LANGUAGES ALL OVER THE WORLD

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MORE THAN 6.000 LANGUAGES ALL OVER THE WORLD

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There is a language next to India that is spoken by 80 people. Many are becoming extinct nowadays (because they don`t have a written system) this supports the claim that languages have evolved.

*Idea of evolution - Natural Selection (evolved from a common ancestor)

220 INDIGENOUS LANGUAGES IN BRAZIL (Antonieta Megale)

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WHAT CONSTITUTE LANGUAGE IS MORE COMPLEX THAN WHAT WE THINK
For us, language they have to have a speaking system, but also could be like ancient (dead languages) languages which don’t have a speech system but have a written system.

CHUNKS - LETTERS, WORDS, PHRASES AND SENTENCES.

Grammar - putting them in a specific order. It’s what distinguishes us from animals, and it’s the foundation of language. Do animals have rules to combine and communicate their language symbols?

And because we have this systematic way of putting everything in order.

When adult learners come to you and say “I don’t wanna learn grammar”

Grammar is the essence of language, it’s what makes us different from animals and that’s why we can communicate well.

Can you teach language without grammar?
- Implicit x explitic grammar

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We may have a reason to think that intelligence came first - if you look at evolution.

There was something different when compared to other animals, they had high cognition.

But, can we think without language?
Somehow we can see that animals understand what is happening and show emotions: anger, happiness, sadness etc.

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The woman raised Kanzi (bonobo) as a kid, exactly like she raised her children. But Kanzi could not communicate through a language. Sue and many other researchers created a chart with symbols which he could use to communicate combining these symbols and build 3 “word” sentences. (Lexigram) Like we put nouns together to form words (nightstand). Kanzi can talk about his feelings and express pain for example.

BONOBO AND CHIMPANZEES - Bonobos have a more sophisticated way of communicating than chimpanzees. Bonobos are more social and because of that, more communicative.

So, does Kanzi have a language?

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If there were a superstar within the bonobo community, Kanzi, which means "treasure" in Swahili, would certainly be it. Born in 1980, Kanzi came to Georgia State University's Language Research Center at the age of six months. He is regarded as the first ape to demonstrate real comprehension of spoken speech.

Kanzi has been presented with a variety of carefully controlled tests which demonstrate his comprehension of speech. In these tests, spoken words are presented through headphones and Kanzi is requested to indicate the real object, the photo or the lexigram that the word represents. He is essentially 100 percent accurate on all words that are a part of vocabulary at any given age. Today, his vocabulary includes more than 500 words! His comprehension of spoken language is at least equivalent to that of a two-and-a-half-year-old child.

Kanzi's achievements are not limited to language, but include tool use and tool manufacturing. Kanzi has shown skills as a stone tool maker and he is very proud of his ability to flake Oldowan style cutting knives. He learned to do this from Dr. Nick Toth, an anthropologist with The Stone Age Institute in Bloomington, IN. Kanzi's stone knives are very sharp and he's able to cut hide and thick ropes with them. He has also demonstrated his unspecified and musical skills, having played with Sir Paul McCartney and Peter Gabriel.

Kanzi Ape Transformation

Sadly, during the last years, Kanzi became overweight. Since it is made a priority now to improve the bonobos' welfare, Kanzi started on a species appropriate diet and increased his opportunities for physical activity, leading to his tremendous transformation - losing over 75 pounds!

Kanzi's relatives:

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If there were a superstar within the bonobo community, Kanzi, which means "treasure" in Swahili, would certainly be it. Born in 1980, Kanzi came to Georgia State University's Language Research Center at the age of six months. He is regarded as the first ape to demonstrate real comprehension of spoken speech.

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PLAY IS ANOTHER FUNDAMENTAL ACTIVITY FOR SPEECH PRODUCTION. IT HAS TO DO WITH HOW WE CONNECT. BONOBOS ARE BETTER COMMUNICATORS BECAUSE OF THAT. PLAY INVOLVES MOVEMENT, BODY LANGUAGE. YOU HAVE TO HAVE RULES AND CONVENTIONS THAT BOTH PARTIES UNDERSTAND.

PLAY IS AT THE HEART OF LEARNING AND COLLABORATE, WHICH LEADS TO LANGUAGE LEARNING.

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Storytelling is as old as society We use it to connect, to talk about culture, to pass on customs and habits

Grammar came much later than storytelling - that’s how we kept the cultures and languages alive, though storytelling, drawing and myths

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Storytelling is a vehicle for change. Truths and lessons are shared through stories. The significance of storytelling has become apparent in my life since the course. Communication with others is storytelling. The visuals that are imagined by stories are an ancient and natural process.

To have healthy relationships with ourselves, our community, and our environment, attention to the intention around the stories of the culture I live in is crucial.

Since the course, my way of interacting with people has shifted into feeling more open and willing to express myself. I encountered the fear of being in the spotlight. Instead of judging my actions, joy arose, because I was sharing myself creatively and felt safe doing so.

Fears around speech and expression in my experience and observations for me personally cultivated anxiety. Creative expression activities like improv, acting, creative dance, bring about emotions within myself than could be seen as character. Physically being a character and wearing the costumes allows me to take on different personas that are part of myself to release them. The experience of acting teaches me to know myself as a dynamic being that leads me to feel empowerment. This empowerment helped me to understand myself and other people.

I want to drive the vehicle of storytelling to fuel the community and myself with positive, vital energy. Realizations of inner passions and parts of myself have stemmed from teachers at Sterling and grown from positive learning environments at Sterling. The teachers at Sterling College, that passionately teach, are the greatest gift I could ask for.

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The Importance of Storytelling | Sterling College

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Storytelling is a vehicle for change. Truths and lessons are shared through stories. The significance of storytelling has become apparent in my life since the course. Communication with others is storytelling. The visuals that are imagined by stories are an ancient and natural process.

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- Grammar is what separates us from animals

- Play is a fundamental part of learning

- Storytelling and the oral tradition are vital

- Arts are at the heart of learning

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Language and Cognition (André Hedlund)

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Computer language - who uses that?

*binary language

Unique sequences of 0 and 1 - Steven Pinker thinks that this is very similar to our thoughts “the voice in your head”.

Inner voice - when we think, we can hear your voice inside our heads.

Mentalese - the language of your thoughts.

Every time we want to say something we use mentalese before speaking. (Pinker)

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CAN WE THINK WITHOUT LANGUAGE? CAN LANGUAGE INFLUENCE WHAT WE THINK?

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Our Thoughts Have No Official Language | EFL Magazine

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Our Thoughts Have No Official Language: “I have to stop thinking in my native language” - this is one of the sentences most commonly heard by every language

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"We have high cognition because we have language"

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"We have high cognition because we have language"

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Cognition: Mental process of knowledge, including aspects such as awareness, perception, reasoning and judgement.

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Does language determine thought?

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6 Language of Time

Unlike spatial deixis, the linguistic study of time remains sparse in anthropology. Yet the famous Sapir-Whorf hypothesis of linguistic relativity was initially popularized through the alleged absence of Hopi verb tenses (now disproved). Still, language shapes our experience of the world, including time. Hence, the Trobriand Islanders of Papua New Guinea are unable to discuss and conceptualize linear, chronological sequences of events (Lee 1950). They have no time line but only temporal points organized as noncausal patterns with 'at most a swelling in value.' Devoid of linguistic temporal connections, Trobriand events are self-contained: 'a series of beings but not becoming.' Related studies of language and time include past vs. future-oriented locutions (e.g., Dundes 1969), orality vs. literacy (Goody 1991), and cognitive 'maps' of spatiotemporal passage (Frake 1985).

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B0080430767009797

7 Language, Culture, and Ideology

Another important strand of sociolinguistic research which can be traced to the influence of American anthropological linguists is the quest for a solution to the conundrum of the relationship between language, culture, and thought. Edward Sapir and his pupil Benjamin Lee Whorf developed the hypothesis that language influences thought rather than the reverse. The strong form of the Sapir-Whorf hypothesis claims that people from different cultures think differently because of differences in their languages. So, native speakers of Hopi perceive reality differently from native speakers of English because they use different languages, Whorf claimed. Few sociolinguists would accept such a strong claim, but most accept the weaker claim of linguistic relativity, that language influences perceptions, thought, and, at least potentially, behavior.

More recently, sociolinguists such as Fairclough (1995) and applied linguists such as Pennycook (1994) have in quite different ways developed this approach. Fairclough's research uses a CDA approach to identify and expose the ways in which ideology and power are constantly instantiated and enacted in the familiar discourse of the media and of everyday interactions. Others have examined such issues as the continuing and increasingly subtle ways in which sexism, in the form of the derogation of women, or racist suppression or misrepresentation of ethnic minorities, are sustained through the ways language is used in the media or in public documents. Pennycook's controversial research also emphasizes critical awareness; he argues that the imperialist expansion of the English language has been at the cost of local languages in many countries. Not surprisingly, his views have been contested by those who regard the development of a wide variety of Englishes around the world as evidence that English no longer belongs to the English-nor even to the Americans.

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B0080430767030278

1 Introduction

Every language provides its speakers with a unique, intricate and constantly changing medium of expression. The structure of any language embodies a myriad of prepackaged meanings, a large proportion of which are language-and-culture specific, in two respects: first, in not having exact counterparts in other languages of the world, and second, in reflecting, embodying and helping to perpetuate a particular social, cultural, and historical experience. The purpose of this article is to demonstrate this in relation to three linguistic domains-words and phraseology, grammar, and language in use-and to delineate some of the conceptual and methodological issues involved. A somewhat similar theme is pursued under the aegis of the Sapir-Whorf hypothesis (see Sapir-Whorf Hypothesis), which concerns the influence of language on world-view. This article, however, is concerned with more subtle and fine-grained effects.

These issues have been of pressing concern to language study from at least the time of Johann Herder and Wilhelm von Humboldt. They were carried into American linguistics and anthropology in the early twentieth century by Franz Boas and then Edward Sapir. Similar concerns continued to occupy anthropology, especially cognitive and symbolic anthropology, in the second half of the twentieth century, but in linguistics these concerns became marginalized with the ascendency of Chomskyan generative grammar; though to some extent the flame was kept alight by the ethnographic wing of sociolinguistics in the work of Dell Hymes and associates (cf. Bauman and Sherzer 1974; Gumperz and Hymes 1986). In the 1980s and 1990s, however, the dominance of generative grammar began to wane, leading to what one commentator dubbed 'the greening of linguistics,' with renewed interest in pragmatics, functionalism, anthropological linguistics, and cross-cultural semantics (cf. Foley 1997; Goddard 1998). In a parallel development, mainstream psychology became more interested in ethnopsychology and in the new field of cultural psychology (Shweder 1990, Schweder and Sullivan 1993). These developments set the stage for a revitalization of studies into the interconnections between language, culture, and society.

A complex of methodological problems connected with cross-cultural semantic analysis confronts this emergent interdisciplinary field. How can one ensure that any set of semantic descriptors is not biased by the language from which it is drawn? How to achieve the maximum resolution of complex meanings? How can the process of semantic analysis be freed from subjectivity and vagueness? According to the most well-developed model of cross-cultural semantic analysis, the 'natural semantic metalanguage' (NSM) approach, the most promising solution to these problems depends on identifying a viable set of universal semantic primes (or primitives), i.e., simple concepts which have linguistic exponents (as words or word-like elements) in all languages (cf. Wierzbicka 1996; Goddard and Wierzbicka 1994, in press). Cross-linguistic research indicates the existence of at least 60 semantic primes, including (using English exponents): i, you, someone, something, people, do, happen, say, think, know, want, good, bad, big, small, this, one, two, other, the same, when/time, where/place, because, if, can, not, like. This restricted and universal vocabulary of simple meanings can be used as a kind of 'semantic bridge' in terms of which to articulate complex language-specific and culture-specific meanings in maximum detail. Because it is grounded in simple words of ordinary language, this approach makes hypotheses about subtleties of meaning accessible to the intuitions and judgments of native speakers, thus improving the verifiability of the analyses. The NSM approach is not universally accepted, however, and much valuable work in cross-cultural semantics is still conducted in essentially informal terms.

Read full chapter

URL: https://www.sciencedirect.com/science/article/pii/B0080430767046118

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Unlike spatial deixis, the linguistic study of time remains sparse in anthropology. Yet the famous Sapir-Whorf hypothesis of linguistic relativity was initially popularized through the alleged absence of Hopi verb tenses (now disproved). Still, language shapes our experience of the world, including time.

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How language shapes the way we think | Lera Boroditsky

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How language shapes the way we think | Lera Boroditsky

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How Language Shapes the Way We Think | Lera Boroditsky | TED

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The findings support the idea that language is a key component in processes of the mind. "When they've been introduced to those words, their performance improved, so it's clearly a linguistic effect, rather than a generally cultural factor," Everett says.

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Most people learn to count when they are children. Yet surprisingly, not all languages have words for numbers. A recent study published in the journal of Cognitive Science shows that a few tongues lack number words and as a result, people in these cultures have a difficult time performing common quantitative tasks. The findings add new insight to the way people acquire knowledge, perception and reasoning.

The Piraha people of the Amazon are a group of about 700 semi-nomadic people living in small villages of about 10-15 adults, along the Maici River, a tributary of the Amazon. According to University of Miami (UM) anthropological linguist Caleb Everett, the Piraha are surprisingly unable to represent exact amounts. Their language contains just three imprecise words for quantities: Hòi means "small size or amount," hoì, means "somewhat larger amount," and baàgiso indicates to "cause to come together, or many." Linguists refer to languages that do not have number specific words as anumeric.

"The Piraha is a really fascinating group because they are really only one or two groups in the world that are totally anumeric," says Everett, assistant professor in the Department of Anthropology at the UM College of Arts and Sciences. "This is maybe one of the most extreme cases of language actually restricting how people think."

His study "Quantity Recognition Among speakers of an Anumeric Language" demonstrates that number words are essential tools of thought required to solve even the simplest quantitative problems, such as one-to-one correspondence.

"I'm interested in how the language you speak affects the way that you think," says Everett. "The question here is what tools like number words really allows us to do and how they change the way we think about the world."

The work was motivated by contradictory results on the numerical performance of the Piraha. An earlier article reported the people incapable of performing simple numeric tasks with quantities greater than three, while another other showed they were capable of accomplishing such tasks.

Everett repeated all the field experiments of these two previous studies. The results indicated that the Piraha could not consistently perform simple mathematical tasks. For example, one test involved 14 adults in one village that were presented with lines of spools of thread and were asked to create a matching line of empty rubber balloons. The people were not able to do the one-to-one correspondence, when the numbers were greater than two or three.

The study provides a simple explanation for the controversy. Unbeknown to other researchers, the villagers that participated in one of the previous studies had received basic numerical training by Keren Madora, an American missionary that has worked with the indigenous people of the Amazon for 33 years, and co-author of this study. "Her knowledge of what had happened in that village was crucial. I understood then why they got the results that they did," Everett says.

Madora used the Piraha language to create number words. For instance she used the words "all the sons of the hand," to indicate the number four. The introduction of number words into the village provides a reasonable explanation for the disagreement in the previous studies.

The findings support the idea that language is a key component in processes of the mind. "When they've been introduced to those words, their performance improved, so it's clearly a linguistic effect, rather than a generally cultural factor," Everett says. The study highlights the unique insight we gain about people and society by studying mother languages.

"Preservation of mother tongues is important because languages can tell us about aspects of human history, human cognition, and human culture that we would not have access to if the languages are gone," he says. "From a scientific perspective I think it's important, but it's most important from the perspective of the people, because they lose a lot of their cultural heritage when their languages die."

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language acquisition; child development; literacy; math puzzles; hacking; artificial intelligence; anthropology; cultures; human evolution

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You can't do the math without the words: Amazonian tribe lacks words for numbers

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An anthropological linguist has shown that the language of the Piraha, an Amazonian tribe, lacks number words and as a result the people have a difficult time performing common quantitative tasks. The findings add new insight to the way people acquire knowledge, perception and reasoning.

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Something I found interesting was the idea that languages can, in a certain way, shape the way we think, but even a person who has no language at all can still think and have thoughts. So I wonder if the more languages you know, the better you can communicate your thoughts and evolve your mind (I actually always believed in that, just couldn't explain very well).

I made a parallel with the concept of technology and how it is rapidly advancing by the last 2 decades, exactly because "(...) technology frees up time and resources some of which is used to develop new technology. So each century has advanced faster than the one before" (source: https://unctad.org/webflyer/impact-rapid-technological-change-sustainable-development).

Something that surprised me was to know that it can be a language with almost a complete lack of numeracy.

Something I would like to know more about is something completely out of context (or maybe not lol) involving a controversia (which I just found out) on academic writings and them not putting their ideas into words which are easy to understand. (link: https://medium.com/swlh/why-cant-academics-write-82e54725b076)
This came to me while I was watching this TED talk from Pinker, about his book “Blank Slate”, when he mentioned - with some irony - the philosopher Judith Butler.
(https://www.youtube.com/watch?v=CuQHSKLXu2c)

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Language Acquisition and Language Learning

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Language Acquisition and Language Learning

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Language and Cognition (André Hedlund)

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Sugestão de leitura: O mundo assombrado pelos demônios - Carl Sagan 

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Sugestão de leitura: O mundo assombrado pelos demônios - Carl Sagan 

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Assombrado com as explicações pseudocientíficas e místicas que ocupam cada vez mais os espaços dos meios de comunicação, Carl Sagan reafirma o poder positivo e benéfico da ciência e da tecnologia para iluminar os dias de hoje e recuperar os valores da racionalidade.

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Assombrado com as explicações pseudocientíficas e místicas que ocupam cada vez mais os espaços dos meios de comunicação, Carl Sagan reafirma o poder positivo e benéfico da ciência e da tecnologia para iluminar os dias de hoje e recuperar os valores da racionalidade. Como todos os livros do autor, O mundo assombrado pelos demônios está cheio de informações surpreendentes, transmitidas com humor e graça. Seus ataques muitas vezes divertidos à falsa ciência, às concepções excêntricas e aos irracionalismos do momento são acompanhados por lembranças da infância, quando seus pais o colocaram em contato pela primeira vez com os dois modelos de pensamento fundamentais para o método científico: o ceticismo e a admiração.

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Assombrado com as explicações pseudocientíficas e místicas que ocupam cada vez mais os espaços dos meios de comunicação, Carl Sagan reafirma o poder positivo e benéfico da ciência e da tecnologia para iluminar os dias de hoje e recuperar os valores da racionalidade.

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A good example of such a challenge is the way we use PowerPoint presentation software, which was originally designed for business applications but which has become one of the most popular pieces of educational software. In my own observations of PowerPoint in the classroom, I’m left with many positive impressions. Just as it does in business settings, it helps some students organize their thoughts more effectively and serves as an excellent note-taking device. But as a thinking technology for elementary school children, it has limitations. It doesn’t encourage students to begin a conversation—rather, it encourages them to make points. It is designed to confer authority on the presenter, but giving a third or a fourth grader that sense of presumed authority is often counterproductive.

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Reprint: R0309B For most of the last 50 years, technology knew its place. Yes, we all spent a lot of time with it, but even five years ago, few people would seriously claim that technology had taken over their lives. It’s very different today. Technology is not only ubiquitous but has become highly intrusive as well. On the Internet, people invent imaginary identities in virtual chat rooms, playing out the lives they wish they really lived. Children are growing up with interactive toy animals that respond to them like real pets. Indeed, some critics claim that technology has not just entered our private lives but started to define them. If we want to be sure we’ll like who we’ve become in 50 years, we need to take a closer look at the psychological effects of current and future technologies. The smartest people in technology have already started. Universities like MIT and Caltech have been pouring millions of dollars into researching what happens when technology and humanity meet. To learn more about this research, HBR senior editor Diane L. Coutu spoke with one of the field’s most distinguished scholars: Sherry Turkle, MIT’s Abby Rockefeller Mauzé Professor in the Program in Science, Technology, and Society and the author of Life on the Screen, which explores how the Internet is changing the way we define ourselves. In a conversation with Coutu, Turkle discusses the psychological dynamics that can develop between people and their high-tech toys, describes ways in which machines might substitute for managers, and explains how technology is redefining what it means to be human. She warns that relatively small differences in technology design can have disproportionate effects on how humans relate to technology, to one another, and to themselves.

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It’s a neuro myth

The simple act of taking a mug and drinking coffee is a very complex task our brain does

So we are using a lot of brain areas to do that. How can we estimate something like 10% of the brain use?

There is an evolutionary explanation to that as well: if we only use 10% of our brain, human beings would most likely have evolved to eliminate the unused parts

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Embed from Getty Images Does anyone really believe this? No one seems to know exactly where this idea comes from. One possibility is that it originated from William James, arguably the first…

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INDIVIDUALS LEARN BETTER WHEN THEY RECEIVE INFORMATION IN THEIR PREFERRED LEARNING STYLE.

It’s a myth.

The brain is essential for learning, but learning styles is just one of a number of common neuromyths that do nothing to enhance education.

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Summary: Myth: 82% thought that teaching children in their preferred learning style could improve learning outcomes. This approach is commonly justified in terms of brain function, despite educational and scientific evidence demonstrating that the learning-style approach is not helpful (Kratzig & Arbuthnott 2006). Check The Myth of Learning Styles article and infographic to find more!

The Myth of Learning Styles
What are the Main Learning Styles?
People are different. People think and feel differently about . They have different strengths, and they definitely learn and process what they 've learned differently. And everyone's learning style is directly linked to key areas of their brain. This is the truth and it is undisputed. There are 7 main Learning Styles, but the first three are the most common and widely used:

1. Visual
Where learners prefer to use pictures, images and spatial understanding

2. Aural
Where learners prefer acoustic stimuli

3. Kinesthetic
Where learners prefer to use their body, hands, gesturing and touching

4. Verbal
Where learners prefer speech and writing

5. Mathematical
Where learners prefer using logic and reasoning

6. Interpersonal
Where learners prefer to learn and function within groups

7. Intrapersonal
Where learners prefer self-study and to learn alone

Advocates of the learning style theory argue that instructors can achieve much better results when they take their student's learning style under consideration and create a course that best fits this exact style. The adversaries of the learning style theory say that this concept is misunderstood and not scientifically proven, and they argue that learning styles do make instructors understand what motivates and cerebrally stimulates their students, but they can't guarantee a successful outcome nor predict it. So where is the truth in that and where lies the Learning Styles myth?

What truth lies beneath?

First of all, it's true that people are different and that these exact differences affect the way they learn. Some have special needs. Some have special abilities. And no one can argue that intelligence comes in various levels and forms.

Second, people have different interests and when someone is interested in a subject, chances are that he will learn about it faster and more in depth.

Third, learners have diverse backgrounds, something that undoubtedly affects their learning.

And, last but not least, there are people with various learning disabilities, something that ultimately affects the way they learn and that requires a special approach on behalf of the instructor.

Debunking The Myth of Learning Styles

1. There is no convincing evidence to prove that when an instructor changes the presentation mode of his course to match the learning style of his students actually helps them learn.

2. There is no "better" or "faster" learning as an outcome of implementing individual preferences into a course. It's just a style that ultimately makes no difference in learning.

3. Instructors should not just take under consideration the learning styles of their students, but also their background and interests.

4. Content is the parameter that should directly affect the mode of presentation and not the learning style of the students.

5. It's definitely more efficient to create a course based on the motivational characteristics of the students and not their learning styles, and always be ready to adjust the learning methods and techniques and engage multiple senses rather than just one.

6. Perceptual learning has to do with senses and there is nothing restrictive about that. It doesn't prove that someone is a specific type of learner. It merely suggests that people have preferred learning styles.

7. Not all learning happens the same way and nor should teaching. What's crucial is to decide which techniques are best for which learning outcomes and not about customizing a course based on learning styles.

8. We mostly think of learning styles as de facto, without questioning their true value, purpose and relevance. And the truth is that according to recent research conducted by major US universities there is no correlation between learning styles and successful learning.

Create a Course that matches your Audience's Learning Style with the Right Vendor!

Find, choose and compare the top eLearning Content Development Companies!

The Myth of Learning Styles Infographic

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Summary: Myth: 82% thought that teaching children in their preferred learning style could improve learning outcomes. This approach is commonly justified in terms of brain function, despite educational and scientific evidence demonstrating that the learning-style approach is not helpful (Kratzig & Arbuthnott 2006). Check The Myth of Learning Styles article and infographic to find more!

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KIDS ARE FASTER LANGUAGE LEARNERS THAN ADULTS. 

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KIDS ARE FASTER LANGUAGE LEARNERS THAN ADULTS. 

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It's a myth.

Fact - Kids are better language learners than adults - not better learners. Because they are immersed and are exposed to the language in a more unconscious, natural form and based on exposure. They pick it up from the environment. Not being shy, really using it.

Adults have a systematic way to learn, they ask questions about it. They learn using techniques and analysing the language.

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One of the best-known claims from language acquisition research is that the capacity to learn languages is constrained by maturational changes, with particular time windows (aka 'critical' or 'sensitive' periods) better suited for language learning than others. Evidence for the critical period hypothesis (CPH) comes from a number of sources demonstrating that age is a crucial predictor for language attainment and that the capacity to learn language diminishes with age. To take just one example, a recent study by Hartshorne, Tenenbaum and Pinker ( Reference Hartshorne, Tenenbaum and Pinker2018) identified a 'sharply-defined critical period' for grammar learning, and a steady decline thereafter, based on a very large dataset (of 2/3 million English Speakers) that allowed them to disentangle critical-period effects from non-age factors (e.g., amount of experience) affecting grammatical performance. Other evidence for the CPH comes from research with individuals who were deprived of linguistic input during the critical period (Curtiss, Reference Curtiss1977) and were consequently unable to acquire language properly. Moreover, neurobiological research has shown that critical periods affect the neurological substrate for language processing, specifically for grammar (Wartenburger, Heekeren, Abutalebi, Cappa, Villringer & Perani, Reference Wartenburger, Heekeren, Abutalebi, Cappa, Villringer and Perani2003).

In bilingualism research, the CPH has received a somewhat mixed response, with some researchers plainly denying that critical periods constrain language acquisition (e.g., Bialystok & Kroll, Reference Bialystok and Kroll2018) and others having 'little doubt' that language acquisition is subject to critical period effects (Meisel, Reference Meisel, Boeckx and Grohmann2013: 71). It is true that early onsets of bilingual first language acquisition (during childhood) do indeed typically yield better linguistic skills than later ones, in line with the CPH. On the other hand, individuals with early onsets of acquisition of a particular language are typically also younger when they learn that language and have a longer time of exposure than individuals with a later onset of acquisition. Given these potentially confounding factors, supposed critical period effects might be open to alternative interpretations.

Our keynote article (Mayberry & Kluender, Reference Mayberry and Kluender2018a) offers a new challenging perspective on the CPH by relying mainly on studies of the acquisition of sign languages, the specific learning circumstances of which offer a unique opportunity to disentangle genuine critical-period effects from non-age factors affecting linguistic performance. Mayberry and Kluender specifically compare linguistic outcomes of the acquisition of sign languages in post-childhood L2 learners with that of post-childhood L1 learners. Their most striking finding is that late L1 learners perform significantly worse in morphology, syntax and phonology than late L2 learners. This contrast appears to be unrelated to non-linguistic cognitive or motivational factors but is attributed instead to very late L1 learners having developed an incomplete brain/language system during childhood brain maturation. L2 learners, on the other hand, have already established a fully-fledged brain/language system during this period. Mayberry and Kluender conclude from the more substantial age-of-acquisition effect in adult L1 than in adult L2 learners that there is a critical period for the acquisition of a first language only, whereas L2 development is affected by other factors.

Fifteen commentaries, most of which were specifically selected to represent different views on the CPH from the perspective of bilingualism research, accompany the keynote article. Many commentators praise the keynote article for drawing attention to the acquisition of sign languages, which through comparisons of late L1 and L2 learners contributes important insights for our understanding of a critical or sensitive period for the acquisition of language. Woll ( Reference Woll2018) reports an additional case of late L1 acquisition of (British) Sign language, a deaf person with very late exposure to L1, who exhibits severe difficulties with syntax and phonology despite intact cognitive skills, in line with the findings reported in the keynote article. On the other hand, Mayberry and Kluender's ( Reference Mayberry and Kluender2018a) claim that maturational factors (viz. critical or sensitive periods) do not affect L2 acquisition has received a less positive response from many commentators. Several commentators point to evidence indicating age-of-acquisition effects on L2 speakers' linguistic skill and to models of L2 acquisition that account for the role of maturational constraints implicated by the CPH (Abrahamsson, Reference Abrahamsson2018; DeKeyser, Reference DeKeyser2018; Hyltenstam, Reference Hyltenstam2018; Long & Granena, Reference Long and Granena2018; Newport, Reference Newport2018; Reh, Arredondo & Werker, Reference Reh, Arredondo and Werker2018; Veríssimo, Reference Veríssimo2018). As opposed to these researchers, some commentators question the role of critical or sensitive periods for language not only for L2 but also for L1 acquisition (Bialystok & Kroll, Reference Bialystok and Kroll2018; Flege, Reference Flege2018). Other commentators highlight specific limitations of the proposed account and of the data presented in its support. Birdsong and Quinto-Pozos ( Reference Birdsong and Quinto-Pozos2018) note that what is missing from Mayberry and Kluender's comparison of late L1 vs. L2 signers is a role for bilingualism, arguing that comparing bilinguals with monolinguals will always reveal differences regardless of the age of L2 acquisition. Emmorey ( Reference Emmorey2018) questions the keynote article's claim that if L2 outcomes were fully under the control of a critical period, they should not be as variable as they are and affected by cognitive or motivational factors, by pointing out that this variability does indeed extend to L1 learners. Lillo-Martin ( Reference Lillo-Martin2018) points out that there may be domain-specific splits with respect to critical periods, with different age cutoffs for different linguistic phenomena, a possibility that is not considered in any detail in the keynote article (see also Veríssimo, Reference Veríssimo2018). Finally, Bley-Vroman ( 2018) and White ( Reference White2018) use the evidence presented in our keynote article to address the question of whether or not domain-specific learning mechanisms are available to adult language learners; see also Clahsen & Muysken ( Reference Clahsen and Muysken1986; Reference Clahsen and Muysken1989).

In their response, Mayberry and Kluender ( Reference Mayberry and Kluender2018b) highlight points of agreement, clear up misunderstandings, admit current limitations of their proposal, and welcome suggestions for future research. Most importantly, however, in the face of the commentaries Mayberry and Kluender ( Reference Mayberry and Kluender2018b) modify their original claim of a critical period for L1 acquisition only. They now sympathize with the idea that there are critical periods for both L1 and L2 acquisition, but with less severe AoA effects on late L2 acquisition than on delayed L1 acquisition, due to L2 speakers having learnt another language early in life; see Hyltenstam ( Reference Hyltenstam2018) and Newport ( Reference Newport2018).

We hope our readers will enjoy the keynote article together with the commentaries and the authors' response as well as the interesting regular research articles and research notes presented in the current issue.

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Critical periods for language acquisition: New insights with particular reference to bilingualism research | Bilingualism: Language and Cognition | Cambridge Core

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One of the best-known claims from language acquisition research is that the capacity to learn languages is constrained by maturational changes, with particular time windows (aka 'critical' or 'sensitive' periods) better suited for language learning than others.

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Short breaks help the brain to achieve knowledge 

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Short breaks help the brain to achieve knowledge 

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FACT

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Brain Breaks for kids is the simple technique in which young students are given a short mental break taken at regular intervals. They are usually performed in a classroom or academic environment, but can also be used in similar non-traditional learning environments for largely the same effect. Most brain breaks range from around 5 to 20 minutes as a general rule, although most people prefer to keep them short and on point. For maximum success, it's usually best to include a physical activity that will compliment mental energy.

The Benefits of Brain Breaks for Kids

Benefits of using brain breaks include helping kids to be calmer, remain focused while also stimulating physical activity. As we all know, kids have a ton of expendable energy and it can often present itself at inopportune times. If you are in charge of a group of kids and find they are being especially unruly, a brain break might be beneficial for you to regain control while also re-focusing the kids minds and sense of clarity.

After a successful brain break, your kids should feel more focused, less prone to daydreaming and therefore in a better mental space to work or complete and finish activities. Furthermore, brain breaks have also shown to significantly reduce stress levels in kids, providing organic improvements to learning and higher engagement levels. When implemented at the right time and used appropriately, it's clear brain breaks are a valuable and beneficial tool. You will know your groups of kids better than anyone, and it is up to you to choose when the best time is to use brain breaks and what exactly is the desired outcome you wish to achieve.

We're going to list some of the most effective and fun brain breaks you can easily replicate yourself. Whether you are responsible for kids in an academic environment, or elsewhere such as home education or after school clubs, these are sure to help you and your kids unlock the maximum potential out of your activity and day.
Rub your Head, Pat your Belly!
An oldie but a goodie, have you ever tried rubbing your head and patting your belly before? Oddly this is something our brains find difficult to perform at times, usually leading to our hands replicating the same movements. Challenge your kids to concentrate and try out this technique. They will find it amusingly difficult at first, but over time and concentration will eventually be able to pull it off without too much trouble. This is a very quick and easy brain break that is sure to cause a lot of smiles and laughter as well as the eventual desire of increased concentration.
Dance Off!
There's not many issues in life that can't be solved by a good old fashioned dance off. Choose an age appropriate song to play for your kids, get them up and dancing as wildly and enthusiastically as they can to the song. Without warning, hit stop and pause the music. Everybody must freeze! Anybody caught moving or laughing is out and must sit down for the remainder of the game. Keep playing until you've got one player left dancing. This is a great brain break for physical activity and a brilliant way to re-focus.
Take a Hike!
Well, not exactly literally! But assembling your kids in a line and getting them to take a 5 minute walk around the general area, classroom, or somewhere outside is a fantastic way to stop wandering minds from heading off a metaphorical cliff. The kids will feel energized and re-engaged, ready to finish whatever it was they were suppose to be doing before you initiated the break. This is perhaps the most simple brain break of them all!
5-4-3-2-1!
In this simple but very fun game, kids are encouraged to partake in five different physical activities in descending order. For example, you could get them to do 5 jumping jacks, 4 star jumps, three sit ups, two hops and one hand clap. Mix it up and think lots of different activities you can do. Encourage activities that can be performed collaboratively as well to further add to the benefits of this brain break.
Find it Fast!
Look around the room and identify some key distinguishers of different objects. They can be colors, materials or anything distinct. Once you've got a good idea of what's available in the vicinity, start shouting out different ones. For example, "red handle". Your kids must rush towards the object that fits the description as quickly as possible. The last person to get there is eliminated. Repeat until you have a winner!
Animal Pretend
Aimed at kids towards the younger end of the spectrum, Animal Pretend is nevertheless likely to make you as laugh as much as the kids! Call out a list of animals in sequence. The kids must pretend to be the last animal you called out. Make sure to mix it up and keep it interesting. Reward and encourage kids for being more lively and putting more effort in.
Play-Doh Show
You'll need some extra equipment for this one but it's worth it for how fun and engaging it can be. Split your kids up into pairs and hand them a pot of Play-Doh. Challenge them to take it turns to create an animal. The aim of the game is their partner has to be able to guess what animal it is they've made. Prepare for many laughs and sometimes even some amazing Play-Doh masterpieces!
True or False
You can adapt this one to different age groups but it'll probably work better with more engaged older kids, although not too old! Get everyone to stand up and face you towards the front. You must call out a series of true or false statements. The kids must react by placing their hands on their heads if they think what you've just said is true, or hands on their hips if what you've just said is false. Whoever gets it wrong must sit down straight away. Keep going until you can eventually crown a winner. You can tie this into more academic questions if you want to keep it educational, or alternatively you can have fun and factor in some fun pop culture. It really is up to you.
Line Up!
Test your kids attentiveness and refocus their attention spans with this awesome brain break Line Up! The key to the game is to get your group of kids to line up in an order they have just been given. For example, you could get them to line up in descending order in terms of their height. Keep changing it up and see how quickly they can arrange themselves and whether they can do it correctly. Other good criteria include hair length, age, alphabetical via middle names and anything else you can think to add.
Keep it Up
Simple but incredibly fun, Keep it Up requires you have in your possession a beach ball. All you have to do is get the kids to throw the beach ball around the room without it hitting the floor. It sounds overly simplistic but this is an excellent game for controlling and maintaining concentration levels, as well as hand-eye coordination. It's also so easy and accessible that any kid can get involved.
Trading Places
Not the 1983 classic film with Eddie Murphy and Dan Aykroyd, but we promise you it's just as fun and entertaining! Get your kids to stand up and take a position behind their chair. Call-out a specific trait. Everyone who shares that trait in common must swap places. For example, everyone with curly hair must trade places! Or, everyone who rides a bicycle must trade places! If they do not have that trait, they must remain where they are. Try and mix it up and come up with lots of different and fun traits. It's a great way for you to get to know your kids a bit better. It's also a great way for kids to find shared common interests.
Exercise Lucky Dip
Write up a bunch of exercises beforehand on different pieces of paper and put them into a bucket. Make sure they are accessible and not too difficult for your kids to perform. Mix up the bucket and put it on a table. Nominate your kids one by one to come out and do a lucky dip. Whatever exercise they pull out of the bucket they must perform straight away. Keep it simple to things such as jumping jacks, hopping, maybe a sit up at most. This is a very quick and efficient way to energize creaky bones and lighten up any slowly fading attention spans.
Keep it Clean
Make space if there isn't already and formulate a line down the middle of the area you are in. You could do this with easy to remove tape or just a row of chairs. Split your group of kids into two different teams and position them on each side of the line. Give them equipment to throw on to each others side of the room. It goes without saying, but nothing too big or dangerous! The aim of the game for the kids is to keep their side of the room tidy by throwing stuff to the other groups side. Once you've called time, whoever has the cleanest side of the room wins!

As you can see, brain breaks for kids can take a variety of different shapes and forms depending on your aims and objectives. You can take any of these ideas and re-adapt them for your own unique situations and scenarios, making changes to have them be more accommodating or perhaps even slightly more challenging. Over time you'll discover that your kids prefer some brain break activities to others. They will have favorites and you will too! Make sure to keep them varied and tailored to a specific outcome. If you are trying to get your kids to perk up it's advisable you use a more physical brain break, or at the very least something that gets them moving and out of a sitting position. If the idea is to regain a sense of control, it makes more sense to use a brain break that forces them to concentrate but also keeps them quiet. It really is up to you and how you want to make it work best for both you and your kids.

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Brain Breaks for kids is the simple technique in which young students are given a short mental break taken at regular intervals. They are usually performed in a classroom or academic environment, but can also be used in similar non-traditional learning environments for largely the same effect.

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Myth

Many things happen when we are sleeping. Our brain never shuts down.
We have a lot of chemical reactions and the brain get rid of residues we don’t need it.

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Myth vs Fact: Do Our Brains 'Shut Down' While We Sleep?

No, the brain is most active when we are asleep.

The Proposal for a National Sleep Health Agenda report, released by Wake Up Australia, revealed that "almost 90% of adults suffer from a sleep disorder at some time or times in their lives," while at least 30% of those cases were classified as severe.

Many health experts have used their anecdotal experiences with patients, as well as evidence-based research findings, to make a case for sleep disorders and associated effects, such as lost productivity, informal care costs, motor vehicle accidents, and workplace injuries to be declared a national health crisis.

The Australian government spends more than $5 billion a year on sleep disorders and a further $31.4 billion a year on the quality of life measures to mitigate the material consequences of such disorders for society.

However, despite the attention and prevalence of sleep disorders and associated problems, there exists a great deal of misleading and factually incorrect information about these critical issues. One of the most pervasive myths is that our brains shut down while we sleep. In fact, it's quite the opposite.

The brain is most active when we are asleep. It is the body that takes a break, while the brain directs and coordinates various physiological processes which repair and protect the body. However, despite remaining active, the brain does take breaks during sleep to recharge, typically oscillating between a few stages of sleep, such as rapid eye movement (REM) and non-rapid eye movement (NREM) sleep.

Here are just some of the activities our brains take up while we're fast asleep:

First of all, it helps you relax, even when you're experiencing vivid dreams. The reason why most people don't physically react to dreams is that our brain stems are always sending signals to our muscles that place them in a temporary state of paralysis.

Meanwhile, the thalamus section of the brain is continually sending even the slightest sensory inputs to the cerebral cortex for interpretation. During the NREM phase of sleep, this function only temporarily shuts down-which is why specific sensory data are no longer picked up in that period. However, during REM sleep this faculty is switched on again, and that is when we begin to dream.

A function that does indeed resemble that of a computer is the brain's ability to sort and move important memories - like new skills or information - to regions of the brain where they can be stored for more extended periods.

An increased amount of cerebrospinal fluid is created and pumped into the brain while we are asleep to protect us from illnesses such as Alzheimer's Disease. The fluid collects most of the harmful toxins that have accumulated in the brain during the day, thereby eliminating substances that can lead to debilitating diseases of the brain.

Even though the brain remains active when you're asleep, it takes time for it to complete the various tasks that keep you healthy. The brain thrives on a consistent sleep schedule, so aim for the recommended seven to eight hours each night.

Moreover, there is no way to catch up lost sleep, not even with a nap or two during the day.

Contrary to popular belief, there is no way to "teach" one's body to function on less sleep. The science says that overall levels of fatigue will continue to get worse and people become sleepier over time. This is, naturally, extremely dangerous to a person's health.

For many, there's nothing better than squeezing in a power nap during the day. However, research shows that if implemented incorrectly, daytime snoozing can confuse sleep cycles and reduce the quality of night-time rest.

If someone must have a siesta, do so for no more than 20 minutes as close to lunchtime as possible.

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Myth vs Fact: Do Our Brains 'Shut Down' While We Sleep? | Bell Foundation®

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Myth vs Fact: Do Our Brains 'Shut Down' While We Sleep? No, the brain is most active when we are asleep. The Proposal for a National Sleep Health Agenda report, released by Wake Up Australia, revealed that "almost 90% of adults suffer from a sleep disorder at some time or times in their lives," while at least 30% of those cases were classified as severe.

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Howard Gardner em sua Teoria das Múltiplas Inteligências identificou que a cognição humana é baseada em 8 formas distintas de inteligência e associou cada uma dessas inteligências a diferentes estruturas cerebrais. Em um estudo recente, pesquisadores confirmaram que as estruturas apontadas por Gardner de fato podem estar relacionadas aos processos cognitivos descritos pelo autor.

Unicidade X Multiplicidade da Inteligência

O conceito de inteligência tem sido fortemente debatido desde a introdução dos testes de QI no começo do século XX. Alternativas teóricas ao conceito de unicidade da inteligência têm tido limitada aceitação entre cientistas e educadores. Apesar do ceticismo sob a alegação de que falta evidências empíricas, a Teoria das Múltiplas Inteligências tem ganhado cada vez mais atenção de educadores do mundo todo. A Teoria das Múltiplas Inteligências,de Howard Gardner, foi uma das primeiras formulações sobre inteligência baseada em evidências neurocientíficas. Em estudo publicado recentemente na revista científica Trends in Neuroscience and Education, os autores revisaram mais de 300 pesquisas e concluíram que há evidências sólidas de que cada inteligência possui seu correspondente neural.

Sistemas neurais e a Teoria das Múltiplas Inteligências

O conceito de inteligência é um emaranhado teórico confuso na história da ciência e da educação. Muitos abandonaram o conceito em parte ou inteiramente e, em vez disso, ocupam-se de termos como 'habilidades cognitivas', 'resolução de problemas' ou 'capacidades de processamento de informações'.

No entanto, muitos cientistas também estiveram preocupados em investigar os sistemas neurais que estão por trás das ações intelectuais. O motivo é claro, como resumido pelos pesquisadores Jung e Haier (2007): "... não há conceito mais importante na educação do que o conceito de inteligência". Esses mesmos autores afirmaram que nem todos os cérebros pensam da mesma maneira, então "esse simples fato poderia ser revolucionário para a educação porque exige uma abordagem neurocientífica que reconheça a importância das diferenças individuais e a necessidade de avaliar cada aluno em suas especificidades" (2008).

A Teoria das Múltiplas Inteligências (MI) motivou essa investigação. Howard Gardner redefiniu a inteligência como a capacidade de resolver problemas ou criar produtos de valor dentro de uma cultura ou comunidade. Usando essa definição e oito critérios que cobrem uma variedade de evidências empíricas, Gardner identificou oito formas distintas de inteligência que são possuídas por todas as pessoas, mas em diferentes graus. As oito inteligências identificadas são:

1. Linguística,

2. lógico-matemática,
3. visuo-espacial,
4. corporal-cinestésica,
5. musical,
6. interpessoal,
7. intrapessoal e
8. naturalista.

Muitos pesquisadores tradicionais criticaram a teoria das MI por uma série de razões. Uma crítica é que a teoria das MI carece de evidências de estudos de grande escala ou de pesquisa experimental. Também foi afirmado que as "oito inteligências" sejam simplesmente diferentes manifestações da mesma inteligência geral. Como consequência, uma importante crítica prática é que os educadores não devem basear decisões educacionais e curriculares sobre uma teoria cujo status científico é controverso.

Entre neurocientistas, as teorias predominantes sobre a inteligência é que: existe uma inteligência geral ( g) ou dois tipos de inteligência (fluida e cristalizada). No entanto, há um debate sobre as possíveis subdivisões da inteligência e a relação de cada subdivisão com "g". Numerosas teorias que se desviam da teoria da inteligência unitária - incluindo a teoria triárquica da inteligência de Sternberg, a inteligência emocional de Goleman, a teoria da estrutura do intelecto de Guilford, a teoria das faculdades mentais de Thurstone e a teoria dos estilos cognitivos de Kolb - tiveram uma influência notável, mas limitada.

Algumas teorias foram reconhecidas no campo da psicologia, mas não abraçadas por educadores. Poucas tiveram o impacto duradouro e profundo sobre a educação como teoria das inteligências múltiplas, ainda de interesse em todo o mundo mais de 30 anos após sua introdução. Apesar deste amplo apelo aos educadores, a teoria das MI continua sendo mais uma narrativa educacional inspiradora do que uma teoria científica totalmente desenvolvida.

As críticas práticas são de particular importância, já que o campo emergente da "neurociência educacional" se esforça para estabelecer uma base para metodologias pedagógicas baseadas em evidências. Este novo campo tem lutado para construir conexões práticas entre ciência do cérebro e escola. Em seus primeiros anos, havia um ceticismo generalizado de que a educação baseada no cérebro poderia se desenvolver sem o proveito de teorias psicoeducativa para unir neurociência e educação. Esta situação melhorou recentemente, mas o campo continua a lutar para fazer uma distinção entre uma "psicologia pop" do ensino baseado no cérebro, ou seja, do senso comum, e a real ciência do cérebro que pode ser aplicada sistematicamente na educação.

Neste estudo publicado em 2017, os autores fizeram uma revisão de 30 anos de pesquisa de neurociência sobre a cognição humana investigando estruturas neurais que estão associadas a cada inteligência particular. Eles compararam as evidências neurocientíficas de relação entre cada inteligência com as áreas corticais apontadas por H. Gardner em sua teoria das Múltiplas Inteligências (ver tabela abaixo) para saber se as afirmações do autor foram ou não certeiras.

Resultado da pesquisa

Após analisar mais de 300 estudos neurocientíficos para investigar se há ou não evidências seguras de que cada inteligência identificada por Gardner possui correlação com as estruturas neurais, os autores chegaram a seguinte conclusão: há forte relação entre as regiões cerebrais descritas por Gardner e a literatura sobre neurociências cognitivas que se acumulou nos últimos anos. Para os autores do estudo, esse resultado fornece evidências sólidas que dão suporte para a teoria das múltiplas inteligências.

Embora algumas inteligências compartilhem as mesmas áreas neuronais, nenhuma delas compartilhou mais de três regiões apontadas. Por exemplo, o córtex frontal representava aproximadamente 40% das referências tanto para a inteligência musical como para a inteligência intrapessoal, o que poderia implicar uma similaridade neural das duas inteligências. No entanto, uma análise mais detalhada revelou que na inteligência musical, as referências sobre o córtex frontal eram específicas para o córtex motor. Enquanto na inteligência intrapessoal, as referências eram específicas para o córtex pré-frontal. Ou seja, as estrutura neuraisl das duas inteligências eram de fato distintas.

Com base na análise detalhada desses mais de 300 estudos de neurociências, parece que há evidências sólidas de que cada uma das oito inteligências possui sua própria arquitetura neural. Há, claro, pontos comuns entre inteligências relacionadas e compreender essas configurações únicas e pontos comuns futuramente nos fornecerá informações sobre como o cérebro processa uma ampla gama de informações e como ele desempenha performances intelectuais.

Se a teoria das múltiplas inteligências pode servir como uma interface eficaz entre neurociência e educação continua a ser uma questão aberta. Mas o estudo traz evidências atualizadas para a hipótese neurológica apresentada por Gardner há mais de 30 anos e indica sua contínua plausibilidade. Poderemos então estar em uma posição mais forte para aprimorar a "arte do ensino" para que todos os alunos possam desenvolver seus potenciais únicos, seja lá qual for suas habilidades.

SHEARER e KARANIAN.
The neuroscience of intelligence: Empirical support for the theory of multiple intelligences? Trends in Neuroscience and Education. Volume 6, 2017, p. 211-223.

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A Neurociência da Inteligência: há evidências empíricas para a Teoria das Múltiplas Inteligências?

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Howard Gardner em sua Teoria das Múltiplas Inteligências identificou que a cognição humana é baseada em 8 formas distintas de inteligência e associou cada uma dessas inteligências a diferentes estruturas cerebrais. Em um estudo recente, pesquisadores confirmaram que as estruturas apontadas por Gardner de fato podem estar relacionadas aos processos cognitivos descritos pelo autor.

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Monolingual and Bilingual Brain: differences 

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Monolingual and Bilingual Brain: differences 

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Language and Cognition (André Hedlund)

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Há algo novo em BILINGUALISM?

What does NEROSCIENCE know?
SWITCHING, UPDATING, INHIBITING,

BILINGUALISM:  SOLVE DIFFERENT PROBLEMS, FOCUS, NEW CONTENT (memória de trabalho)

BILINGUALISM – TRÁFEGO ÁEREO (muitas informações “muitos aviões). FUNCIONAR ou NÃO (bem). = Acidente

COGNITIVE CONTROL = executive funcitons  X not to be taken over by the distractors (LOOSE focus, seduction). Allocate control

COGNITIVE  RESERVE = PLASTICITY – brain will be plastic for a longer period – KEEPING our brain healthy longer

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A selective attentive focus and the ability to block out distraction are seminal executive functions that are minimally developed in youngsters. These functions gradually become stronger throughout the years of prefrontal cortex maturation, which last into the twenties. It is with regard to these executive functions that research about the "bilingual brain" is particularly exciting.

The research refers to children raised with a language at home that differs from the dominant language outside the home, such as in school. Compared to monolinguals, the bilingual children develop greater attention focus, distraction resistance, decision-making judgment and responsiveness to feedback. The correlated fMRI scans of these children reveal more activity in the prefrontal cortex networks that control these executive functions.

Exercising Their Thinking Brains Early and Often

The leading explanation for this correlation is the need of bilinguals to frequently "select" which language is needed, what words fit the linguistic criteria and how to convey their intended meaning each time they communicate. To do this, the brain must actively evaluate between the competing language systems and deliberately focus attention on the chosen language.

The research interpretation of the fMRI and cognitive tests is that the ongoing evaluation and selection process in bilingual children exercises brain circuits which regulate attention control and block distraction. This neural network activation of the executive functions is one suggested explanation for the higher performance in cognitive tests by children who have had five to ten years of bilingual exposure (Bialystok, 2009; Kaushanskaya & Marian, 2007). Further studies are investigating whether similar benefits are found in children who have exposure to a second language later in life.

Better Memory and Attention

The implications of the bilingual research also relate to the influence of the higher brain's executive functions on working (short-term) memory strength down in the hippocampus. The hippocampus is the relay station where new information is first encoded into memory before moving up to the prefrontal cortex for further processing into long-term memory. In the mature brain, the amount of information that can be "held" in mind for active processing in working memory is limited to somewhere between five and nine chunks of data.

"Holding" is what happens in your working memory when you perform the separate steps of mentally multiplying 11 x 15. Most people calculate the product of 10 x 15 and hold that 150 in mind while they calculate 1 x 15. The 150 is then reactivated and added to the 15. The limitation of holding data while simultaneously processing data is why you can't multiply 2417 x 429 mentally. There is simply too much information to store in the hippocampus while you carry out all those separate multiplications.

In the bilingual children, the higher performance in nonverbal cognition suggests that "holding" information in their working memory also benefits their early and frequent executive function exercise of paying attention to and evaluating language.

Implications for Brighter Starts

The incoming research supports encouraging parents to retain use of their native language in the home. The implications also raise considerations of what other early exposures and in-school experiences can be designed to promote these executive function activations in all children. What other planned learning activities can be so engaging as to promote the activation and strengthening of young children's developing networks of attentive focus? Should second language instruction begin earlier in elementary school?

I'll keep you posted as further research becomes available, and I look forward to your contributions to this dialogue.

References

Bialystok, E. (2009). Bilingualism: Language and Cognition 12 (1):3-11. Cambridge University Press.
Kaushanskaya, M., & Marian, V. (2007). Age-of-acquisition effects in the development of a bilingual advantage for word learning. Proceedings of the 32nd Annual Boston University Conference on Language Development. Cascadilla Press; Somerville, MA.

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Neuroscience and the Bilingual Brain | Edutopia

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A selective attentive focus and the ability to block out distraction are seminal executive functions that are minimally developed in youngsters. These functions gradually become stronger throughout the years of prefrontal cortex maturation, which last into the twenties. It is with regard to these executive functions that research about the "bilingual brain" is particularly exciting.

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Contribuições e fontes do grupo

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A consciência fonológica é uma habilidade metalinguística abrangente, que inclui a identificação e a manipulação intencional de unidades da linguagem oral, tais como palavras, sílabas, aliterações e rimas.

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Phonological awareness

Phonological awareness, a metalinguistic skill, is among the most important links between children's oral language and literacy skills. Instruction in phonological awareness trains children to recognize and manipulate individual sounds, or phonemes, as well as clusters of phonemes (e.g., rimes) in spoken words. It is this ability that allows students to map or link the sounds in words with the letters that represent these sounds in written words. Converging research has shown that students who do not develop this ability at the discrete level of the individual phoneme (phonemic awareness), struggle with learning to read and spell, and are at risk for reading disabilities. Fortunately there is a robust research base demonstrating that students can be taught to develop their phonemic awareness skills through systematic, explicit instruction. Additionally, combining phonological awareness instruction in the presence of text and linking this instruction to letter-sound instruction appears to be more effective and to contribute to stronger reading skill development for students.

Ideally, most children receive such instruction and develop phonological awareness during the 'pre-reading' phase. Initially, they are taught and thus learn to identify words that rhyme or words that start with the same sound, then they can blend and segment short words at the onset and rime level (e.g., /c/ /at/ is 'cat'). Eventually, with instruction, they are able to blend and segment at the level of the individual sound (i.e., the sounds in 'man' are /m/ /a/ /n/), to count the sounds in words, and to manipulate and delete sounds (e.g., say 'mat', then say it again without the 'm'). However, many children, particularly those at risk for reading difficulties, continue to struggle with these later, more difficult phonological awareness skills well into the learning-to-read phase.

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Phonological awareness, a metalinguistic skill, is among the most important links between children's oral language and literacy skills. Instruction in phonological awareness trains children to recognize and manipulate individual sounds, or phonemes, as well as clusters of phonemes (e.g., rimes) in spoken words.

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How your brain's executive function works - and how to improve it (Sabine Doebel)

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How your brain's executive function works - and how to improve it (Sabine Doebel)

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How your brain's executive function works -- and how to improve it | Sabine Doebel

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Ellen Bialystok on Bilingualism and the Middle Way

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Ellen Bialystok on Bilingualism and the Middle Way

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Ellen Bialystok on Bilingualism and the Middle Way

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Bilingual and Monolingual Brains Compared: A Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible “Neural Signature” of Bilingualism

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Does the brain of a bilingual process language differently from that of a monolingual? We compared how bilinguals and monolinguals recruit classic language brain areas in response to a language task and asked whether there is a “neural signature” of…

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https://www.parentingforbrain.com/critical-period/

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Critical Period In Brain Development and Childhood Learning

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Find out what the critical period hypothesis is in brain development and what parents should do to promote optimal brain growth in their children.

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(Karina Fernandes)

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1 - What level of English is necessary to teach in BE?

2 - What level of English is necessary for students to participate in BE classes?

3 - How can students’ proficiency be measured?

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A fluência de um falante de Inglês, pode variar em diferentes níveis a depender da habilidade (speaking, spoken interaction, reading, writing and listening).

A inteligibilidade não está somente relacionada a falar ou ouvir, mas de saber interpretar gestos, body language, entonação, expressões faciais, etc.

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1982

Inner circle

Falantes nativos, que supostamente são fluentes na língua (c2) como nós falantes da língua portuguesa, também supostamente somos.

A maioria de nós estudou seguindo o padrão de língua britânico ou americano.

Outer circle

inglês é considerada a segunda língua (oficial)

Expanding circle (Brasil)

O Inglês é oficialmente visto no Brasil como língua estrangeira.

Temos mais falantes não nativos utilizando o inglês do que nativos.

Como controlar a norma, a gramática, o certo e errado, se as pessoas estão usando. Como determinar o que é certo ou errado nesse contexto?

Mais de 1 bilhão de pessoas usando…

Americanos utilizam o do e o does de maneira errada gramaticalmente falando..

Existe um grande contraste fonológico dentro do nosso proprio país.

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We did it. We took up the challenge of dipping our toes into another most controversial topics among language learners.

Nope, it's not the question of about the best language to learn, nor about the most efficient way of learning a language. This time we reached out to famous polyglots and language experts to tickle their minds with the question about fluency.

Here's what the language-learning community's most respected linguists, polyglots, bloggers and app creators had to say.

What does 'fluent' mean to you?

It's where friendships are possible

Benny Lewis, the Irish Polyglot, author of the book and blog Fluent in 3 Months

You're unlikely to ever get a consensus on what "fluent" or "fluency" means. It's like asking people to tell you at what point someone can be said to be "beautiful" or to give a clearcut scale of where beauty begins. It's truly in the eye of the beholder.

The language flows when you can function as an adult in it, in social situations especially. For me this "social equivalency" is where fluency begins. It's were friendships are possible.

If I can talk to people confidently about normal things, at a normal speed, and understand their replies without them having to adjust to me as a beginner, then this seems like a reasonable place for us to assign "fluency". Following the European Common Framework, you have to be at least a B2 level to be here.

On a more practical level, it's important not to go overboard with perfectionism and equate fluency to being bilingual, or having no accent, or never making minor mistakes. The C-levels (Mastery) may well be of interest to those of us whose careers centre around language learning, but normal people who want to live through a language may have jobs that, while requiring skills and experience, may not require the linguistic precision of the C-levels. You are certainly a fluent speaker at those levels, but you are also one before you get there.

So, if you are smiling and enjoying yourself in a bar, restaurant or living room in another language, with native speaking friends who are glad to talk to you, an average Joe would raise an eyebrow at the suggestion that you weren't a fluent speaker.

Read Fluent Forever: How to Learn Any Language Fast and Never Forget It

Chill out about it!

Lindsay Dow, language tutor and blogger at the colourful Lindsay Does Languages

Fluency is a mysterious word that is so often put on a pedestal as the ultimate language learning goal. We'll add something to our bucket list like "be fluent in Spanish", which is great, but fluent is so open to interpretation that "being fluent in Spanish" can mean something very different to each of us.

There are a couple of things I think about fluency. Number one - we need to chill out about it. Take the pressure off because as I said, it means different things to different people so how can you possibly measure it accurately?

Number two, following on from that - what if there's different types of fluency? You're ready for your holiday to Germany? You're holiday fluent. You spend all day emailing Thai companies about Facebook? You're business email fluent. I made a video about this a while back which explains my thoughts on this in more detail: https://www.youtube.com/watch?v=eWfJrXQnpvA

A machine to cross the mighty ocean.

Malachi Ray Rempen, creator of Itchy Feet: the Travel and Language Comic

Imagine you've decided to build your own handmade flying machine. At first, all your crazy contraptions will crash and burn messily. You'll learn a lot about air speed and wind resistance and lift, but you never quite manage to stay up in the air long enough to get anywhere useful, and people will stop and stare or even point and laugh at your failures. That's language learning. But as you keep at it, the crashes become less frequent and less painful.

Becoming fluent in a foreign language is like when you've finally built a flying machine that might dip, might stutter, might not obey all your commands and flies upside-down, but holy hell, it's actually staying up in the air, and you can finally use it to cross the mighty ocean, soar over the jungle canopy or take you wherever you like.

From the ItchyFeet site

It's like driving a car.

Luca Sadurny, polyglot and co-founder of MosaLingua, a mobile flashcard app.

While learning to drive a car, you need to think step by step about what you need to do to keep going (hitting the brakes, changing gears...). You move slowly, make several pauses and feel quite uncertain. But after some training and practice, you end up being more confident and driving in a more automated way.

If you think about it, reaching fluency in a language is quite similar. Your first steps are uncertain and you speak slowly because you need to think about the words you want to use or how to combine them in sentences.

But after building up your vocabulary and practicing, you start to express your thoughts in a more automated, fast and spontaneous way, even if you make some mistakes.
Simply put, we could that fluency is the ability to express yourself in a language without even thinking about what you need to do to keep going.

Don't leave the definition to certifications.

Siskia Lagomarsino, translator, language tutor and... the polyglotist

For me, fluency is a difficult thing to define because no matter how many C2 certificates tell you you're fluent, it's actually a very subjective issue. We all have different goals for the languages we're learning, and while for me fluency generally means being conversational in (almost) any theme in a language, for others it may be something different.

Some people want to be able to communicate while travelling, yet others may want business fluency unrelated to a more social kind of language, and others may quite simply want to understand their spouse's family at Thanksgiving and participate in the conversation.

Leaving the definition of fluency to official organizations and certifications is a very effective way to leave your personal goal-setting in other people's hands.

So if you ask me what fluency is: it is communicational satisfaction-the feeling that you're understanding and being understood in a context of your very own.

Make your language skills enjoyable and life-enhancing.

Olly Richards, blogger and podcaster I Will Teach You a Language

The are plenty of conflicting definitions of fluency out there, so it only seems to make sense for each person to have a personal definition that matches their ambition.

Fluency, for me, has always meant: "The ability to hold enjoyable conversations on any non-technical topic without any undue strain on either person."

In other words, if I can talk to a native speaker about any topic that's not too technical, we can both enjoy the conversation, and neither of us have to strain too much to understand or interact with the other person, then that's good enough for me!

Now, you might reasonably argue that fluency should be defined more ambitiously than that. However, I would say that for the vast majority of people learning a foreign language, my definition is good enough to make their level in the language truly enjoyable and life-enhancing.

That green vegetable that looks like a little tree that George H. W. Bush refuses to eat.

Ellen Jovin, studies over 20 language and documents her adventures at Words and Worlds of New York

Language fluency for me is when my words have the consistency of a liquid rather than a solid. For example, if I suddenly can't remember know how to say "broccoli," I can replace it, as I continue talking along unimpeded, with "you know, that green vegetable that looks like a little tree that George H. W. Bush refuses to eat."

Language fluency doesn't have to be tidy or pretty, it might drip onto the floor and leave sticky spots at times, but overall it flows.

It generally means I will be confident enough to ask periodically, speedily, and without humiliation, "How do you say X in [insert language]?" Fluent people have the ability to reroute efficiently around the things they don't know how to say and come up with alternative wordings to get a communication task done.

It's about expressing your views, C2 isn't necessary!

Uszula Gwaj, blogger and youtuber ulanguages

There are probably as many definitions of language fluency as language learners throughout the world. In my opinion language fluency is the ability of expressing your views, opinions and needs without bigger effort and hesitation. I think that you don't need to have C2 level to call yourself fluent and be able to use the language on the daily basis effortlessly. It is also very general to say that you are a fluent speaker of a particular language. You may be fluent at speaking but you do not write with ease, you may be an expert at legal English but not really fluent at medical language.

Keep it flowing.

Kerstin Cable, language podcaster and blogger at Fluent Language

Fluency is such a core concept in language learning, and it means many things. For me, fluency is not about accuracy. I don't mind making mistakes in language learning and I don't need to feel that I'm perfect before I feel like I can have a conversation. It's more to do with speed of production, and being able to process what I hear and reply back quickly. Many people think that fluency means confidence, but those two are not linked quite as closely. Instead, being confident is a requirement you need for becoming fluent.

In a nutshell, my definition of fluency goes like this: You're fluent when you can have a conversation that doesn't break down. You don't have to understand or say 100%, but you need to keep things flowing. That's what it's all about - communication.

Read Fluent Forever: How to Learn Any Language Fast and Never Forget It

Can you talk about liver transplants in English?

Max Hodges, White Rabbit Press

People often ask me if I'm "fluent" in Japanese, but I answer that it depends on the conversation. Many of us would not be considered fluent even in our native language when trying to join conversations about breach of contract legal cases, preoperative immunological factors for liver transplant recipients, or a chat about a recent Kabaddi tournament. Fluency is domain dependant. The language lessons in a travel guide, for example, address specific activities, such as shopping, dining, and emergency situations. Similarly, even native Japanese speakers consider business fluency to be a separate domain from casual conversation.

Fluency is a spectrum.

Donovan Nagel, the face behind the Mezzofanti Guild

The term fluent in my mind is essentially meaningless because every person defines it very differently.

Fluency is better and more accurately thought of as a spectrum rather than an end state or achievement. In other words, it's incorrect to ask a person "Are you fluent?" or to say "I'm fluent" since there's really no general consensus on what that actually means.

Instead you should be asking " How fluent...".

My personal opinion on what I would describe a functional fluency level is this: being able to learn or extrapolate more of the target language using only the target language. When your proficiency is high enough that you're able to interact and improve without resorting to your native language, you can be confident that you've reached a satisfactory level of spoken fluency.

It's not about being a silver tongued devil!

Bartosz Czekała, speaks 9 languages and blogs about memory, mnemonics, memorisation and mind at Universe of Memory

My definition of fluency is rather straightforward. I can call myself fluent if I can talk to a native speaker of a given language, regardless of circumstances, about almost any topic. Politics, adoption, superstitions, describing a medical procedure - you name it.

Typically, such a command of language requires about 10000 words which is an equivalent of about C1 level (according to the CEFR).

Don't get me wrong - I am not talking about being a silver-tongued devil.

I would simply never think that I have reached fluency if I had to constantly punt on various questions. Nor would I believe it to be true if native speakers had to constantly dumb down their message in order to talk with me. Achieving such a level always takes time and a lot of effort. But it is definitely worth it!

No pauses and stumbles!

Kris Broholm, polyglot and creator of the Actual Fluency podcast and blog

Fluency for me means the ability to use the language without too many pauses or stumbles. I don't subscribe to the school of thought that considers fluency as absolutely mastery of a language.

When considering spoken language I feel like you've reached fluency when you can speak in a natural pace. Additionally if there's a word you don't know, you're able to explain it in the language itself.

In other words, when you can conduct yourself exclusively in that language, and not rely on other languages, then I would consider yourself fluent in the spoken language.

Fluency is communicating the meaning.

Simon Ager, founder of Omniglot

When you're fluent in a language you can use it to talk about the things you need to, and the things that interest you. You may make mistakes, forget or not know words, and your pronunciation may not be perfect, but you can communicate your meaning well enough to be understood by native speakers. You can also understand others, even if you don't know all the words.

Fluency doesn't mean perfection.

Steve Kaufmann, founder of LingQ, speaks 15 languages

The meaning of fluency in a foreign language is clear. It refers to the ability to converse with a native speaker, on a wide variety of subjects, without much strain on either side. This presupposes a large vocabulary, strong listening comprehension skills, and a somewhat smaller active vocabulary. It doesn't mean perfection, neither in word usage nor in pronunciation. Fluency corresponds to B2 on the European Common Framework of Reference. Fluency usually refers to oral communication.

Does your image of fluency include working as a secret agent?

Gabriel Wyner, Author of Fluent Forever, reached fluency in German in 14 weeks

Each of us will find a different answer to this question.

The term is imprecise, and it means a little less every time someone writes another book, article, or spam email with a title like "U Can B FLUENT in 7 DAY5!1!"

Still, we maintain an image of fluency in our minds: a summer afternoon in a Parisian café, casually chatting up the waitress without needing to worry about verb conjugations or missing words in our vocabularies. Beyond that café, we must decide individually how far we wish to go.

I would confidently describe myself as fluent in German. I've lived in Austria for six years and will happily discuss anything with anyone, but I certainly needed to dance around a few missing words to get out of a €200 fine for my rental car's broken gas cap. (Apparently, the word for "gas cap" is Tankdeckel, and the words for "I don't give a damn if I'm the first person to drive this car, the spring holding the gas cap closed was defective" start with "Das ist mir völlig Wurst . . ." and go on from there.)

You'll have to determine for yourself whether your image of fluency includes political discussions with friends, attending poetry readings, working as a secret agent, or lecturing on quantum physics at the Sorbonne.

You think you struggle with vocabulary? You may be lacking cultural fluency.

Aaron Ralby, a linguist and scholar blogging about memory at Linguisticator

Total fluency in a language is comprised of three different types of fluency: ritual, structural, and cultural. Ritual fluency is the ability to handle ritualised interactions - like greetings, goodbyes, and common interactions - without hesitation and thought. A subset of ritual fluency is application fluency, which involves being able to handle a very specific scenario or application well. Doctors, for example, can learn to speak fluently in a medical context without being able to order a sandwich.

Structural fluency is the hardest type of fluency to gain as an adult, and involves understanding the structure of a language to a point where one can manipulate the parts and pieces of a language to create new utterances fluidly that are also grammatically correct.

Cultural fluency is often overlooked, and is the ability to handle cultural interactions, events, and habits, as well as recognise and use cultural references. Many learners believe they struggle with vocabulary when in fact they are actually missing references to key books, movies, songs, and events that would help them understand speech or text.

Total fluency is a combination of all three, involving the understanding, knowledge, and production of language necessary for one to be comfortable in any situation. For most learners, however, total fluency is not necessary; understanding the learning objective is key to helping students target the material they specifically want to learn.

Fluency requires months or years of practice.

Zackery Ngai, CEO of HelloTalk

One has attained language fluency, when he or she can communicate clearly and effectively with other people in that language. Foreign language fluency is difficult to achieve because it requires months or years of actual conversation practice with native speakers. HelloTalk language app's mission is to help language learners worldwide attain language fluency.

Fluency is not free of misunderstandings.

Shannon Kennedy, Eurolinguiste

Fluency is one of those words that's really hard to nail down and define, but it's a word I've thought a lot about as I've studied different languages to varying degrees of "fluency".

In my opinion, "fluency" is when you're able to speak and understand a language enough that it doesn't hinder your ability to communicate. This means that you might still make mistakes and misunderstand certain words or expressions (especially those that are steeped in cultural context) on occasion, but it doesn't keep you from expressing yourself in the language or from having an good overall understanding of what is being said to you.

I also feel that there are also different degrees of fluency - one can have a fluent reading ability or they can be fluent in the language just for a specific industry (for example, they can talk about laws and contracts without hesitation but might not be able to talk about the weather) or they can even just be conversationally fluent (and unable to go too in-depth on really specific topics).

Lastly, your speaking when "fluent" should be without too much hesitation and have a natural flow.

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What is fluency in a language? - Lingualift

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We did it. We took up the challenge of dipping our toes into another most controversial topics among language learners. Nope, it's not the question of about the best language to learn, nor about the most efficient way of learning a language. This time we reached out to famous polyglots and language experts to tickle [...]

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Understanding English as a Lingua Franca

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In Understanding English as a Lingua Franca, Barbara Seidlhofer deals with the linguistic implications of globalization in the Expanding Circle (Kachru 1992) vi

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Dr Jennifer Jenkins talks about English as a Lingua Franca (ELF)

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Dr Jennifer Jenkins talks about English as a Lingua Franca (ELF)

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Teaching English & Teaching In English in Global Contexts

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Dr Jennifer Jenkins talks about English as a Lingua Franca (ELF) - Teaching English & Teaching In English in Global Contexts

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Dr Jennifer Jenkins talks about English as a Lingua Franca after giving her plenary address on the subject at the TESOL Convention in New Orleans.

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Mesmo de uma maneira local eu posso atingir globalmente.
Já se fala em cidadão GLOCAL.

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The strategies we use to improve learning and knowledge;
Eliciting - drawing language/content from the students rather than giving it to  them.

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Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. While the "formal" curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school.

The hidden-curriculum concept is based on the recognition that students absorb lessons in school that may or may not be part of the formal course of study-for example, how they should interact with peers, teachers, and other adults; how they should perceive different races, groups, or classes of people; or what ideas and behaviors are considered acceptable or unacceptable. The hidden curriculum is described as "hidden" because it is usually unacknowledged or unexamined by students, educators, and the wider community. And because the values and lessons reinforced by the hidden curriculum are often the accepted status quo, it may be assumed that these "hidden" practices and messages don't need to change-even if they are contributing to undesirable behaviors and results, whether it's bullying, conflicts, or low graduation and college-enrollment rates, for example.

It should be noted that a hidden curriculum can reinforce the lessons of the formal curriculum, or it can contradict the formal curriculum, revealing hypocrisies or inconsistencies between a school's stated mission, values, and convictions and what students actually experience and learn while they are in school. For example, a school may publicly claim in its mission or vision statement that it's committed to ensuring that all students succeed academically, but a review of its performance data may reveal significant racial or socioeconomic discrepancies when it comes to test scores, graduation rates, and other measures of success. And because what is not taught in school can sometimes be as influential or formative as what is taught, the hidden curriculum also extends to subject areas, values, and messages that are omitted from the formal curriculum and ignored, overlooked, or disparaged by educators.

While the hidden curriculum in any given school encompasses an enormous variety of potential intellectual, social, cultural, and environmental factors-far too many to extensively catalog here-the following examples will help to illustrate the concept and how it might play out in schools:

Cultural expectations: The academic, social, and behavioral expectations established by schools and educators communicate messages to students. For example, one teacher may give tough assignments and expect all students to do well on those assignments, while another teacher may give comparatively easy assignments and habitually award all students passing grades even when their work quality is low. In the high-expectations class, students may learn much more and experience a greater sense of accomplishment, whereas students in the low-expectations class may do just enough work to get by and be comparatively uninterested in the lessons they are being taught. Similarly, schools may unconsciously hold students from different cultural backgrounds-for example, minorities, recently arrived immigrant students, or students with disabilities-to lower academic expectations, which may have unintended or negative effects on their academic achievement, educational aspirations, or feelings of self-worth.

Cultural values: The values promoted by schools, educators, and peer groups, such as cliques, may also convey hidden messages. For example, some schools may expect and reward conformity while punishing nonconformity, whereas other schools might celebrate and even encourage nonconformity. In one school, students may learn that behaviors such as following the rules, acting in expected ways, and not questioning adults are rewarded, while in other schools students learn that personal expression, taking initiative, or questioning authority are valued and rewarded behaviors. Similarly, if biased or prejudicial behaviors and statements are tolerated in a school, students may embrace the values that are accepted or modeled-either explicitly or implicitly-by adults and other students.

Cultural perspectives: How schools recognize, integrate, or honor diversity and multicultural perspectives may convey both intentional and unintended messages. For example, some schools may expect recently arrived immigrant students and their families to "assimilate" into American culture-for example, by requiring the students to speak English in school at all times or by not providing translated informational materials or other specialized assistance. Other schools, however, may actively integrate or celebrate the multicultural diversity of the student body by inviting students and parents to share stories about their home country, for example, or by posting and publishing informational materials in multiple languages. In one school, non-American cultures may be entirely ignored, while in another they may be actively celebrated, with students and their families experiencing feelings of either isolation or inclusion as a result.

Curricular topics: The subjects that teachers choose for courses and lessons may convey different ideological, cultural, or ethical messages. For example, the history of the United States may be taught in a wide variety of ways using different historical examples, themes, and perspectives. A teacher may choose to present the history of the world or the United States from the perspective of the European settlers and explorers, or she may choose to present it from the perspective of displaced Native Americans or colonized African and Asian peoples. In the first case, teaching American history from a strictly Eurocentric perspective would likely minimize or ignore the history and suffering of Native Americans (a common educational practice in past decades). Curricular topics may also often intersect with, or be influenced by, political, ideological, and moral differences that are broadly contentious in American society-e.g., teaching evolution in science courses, multiculturalism in social studies, or sex education in health courses.

Teaching strategies: The way that schools and teachers choose to educate students can convey both intentional and unintended messages. For example, if students earn good grades or extra credit for turning in homework on time, listening attentively, participating during class, raising their hands, and generally doing things they are told to do, the students may learn that compliance is important and that certain behaviors will be academically rewarded and allowed to compensate for learning deficiencies. On the other hand, instructional strategies such as project-based learning or community-based learning , to name just two of many possible options, may communicate specific messages-for example, that skills such as critical thinking and problem solving, and attributes such as persistence, resourcefulness, and self-motivation, are valued and important (in the case of project-based learning) or that being informed about and involved in local issues are valued and important (in the case of community-based learning).

School structures: The way that a school or academic program is organized and operated can convey messages to students. For example, if non-English-speaking students are largely separated from their peers for most of the school day, or students with physical or learning disabilities are enrolled in specialized programs that are relegated to windowless classrooms in the basement, these organizational decisions may have unintended effects on the students' sense of cultural belonging, self-worth, or academic potential. In addition, the structure of a school program can also mirror or reinforce cultural biases or prejudices. For example, students of color and students from lower-income households are often disproportionately represented in lower-level courses, and special-education programs may inadvertently reinforce some of the social stigmas that children and adults with disabilities experience outside of school.

Institutional rules: The formal rules in a school may communicate a wide variety of intentional and unintentional messages to students. For example, some schools require students to wear school uniforms, some ban certain types of attire (short skirts, clothing with images and language considered to be inappropriate), and others have very liberal or permissive clothing policies. While the intent of formal school rules and policies is to tell students how they are expected to behave, the degree to which they are enforced or unenforced, or the ways in which they are enforced, may communicate messages the undermine or contradict their stated intent. In this case, stricter dress-code policies may communicate that students will be judged on appearances both inside and outside of school, while looser policies might communicate that they will be judged on other qualities.

Reform

Generally speaking, the concept of a hidden curriculum in schools has become more widely recognized, discussed, and addressed by school leaders and educators in recent decades. Ideas such as " white privilege ," , , and multicultural education -to name just a few-have arguably led to greater tolerance, understanding, and even celebration of racial,cultural. physical, and cognitive differences in public schools. In addition, school communities , educators, and students are more likely than in past decades to actively and openly reflect on or question their own assumptions, biases, and tendencies, either individually or as a part of a formal school policy, program, or instructional activity. For example, topics such a bullying and diversity are now regularly discussed in public schools, and academic lessons, assignments, readings, and materials are now more likely to include multicultural perspectives, topics, and examples. Political and social pressures, including factors such as the increased scrutiny that has resulted from online media and social networking, may also contribute to greater awareness of unintended lessons and messages in schools. For example, harmful, hurtful, or unhealthy student behaviors are now regularly surfaced on social-networking sites such as Facebook or Twitter, which often leads to greater awareness of student behaviors or social trends.

That said, a "hidden curriculum" is, by nature, obscured or unacknowledged, which means that many of its lessons and messages are difficult to perceive or measure for any number of reasons. For example, long-standing policies may become so deeply embedded in a school culture that people simply forget to question them, or a school faculty that prides itself on celebrating multicultural diversity may find it emotionally difficult to acknowledge and openly discuss behaviors that might contradict that self-perceived identity. For this reason, every school will always have some form of hidden curriculum.

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Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. While the “formal” curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators…

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- Everything that we plan, we plan differently because our classes are always different.

- Our context/students are always changing.

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- The process of doing and redoing the  same class a bunch of times looking  for what can be improved.

- It is important to think about our goals  before planning a class.

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Assim como menciona Perrenoud (2002, p. 187), há diferenças entre um  professor e um formador, sendo o último aquele que dá prioridade às  competências, que concebe a aprendizagem como transformação de pessoa, que adota uma postura de educador que orienta com firmeza uma  autoformação, e que parte das necessidades, práticas e problemas  encontrados. (MORAES, 2000)

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A diferença entre professor e educador, é que professor é apenas uma profissão, podendo ser exercida´por qualquer pessoa que tenha uma habilitação para este fim. Educador ao contrario, não é profissão, mas dom, somente quem ama ensinar pode ser educador, mesmo parecendo que o trabalho é o mesmo, na verdade não é. O professor só o é durante o período que esta na escola o educador o é em todo

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DIFERENÇA ENTRE PROFESSOR E EDUCADOR
Na cotidianidade das práticas educativas, duas posturas modulares podem ser encontradas naqueles que as conduzem: os que assumem o predomínio das características do papel de professores instrutores e os que se comprometem primordialmente com os propósitos de professores educadores.

São bastante relevantes e demarcadoras as diferenças entre as duas posturas. Os que "vestem a camisa" de professores instrutores assumem os encargos do papel de treinadores que viabilizam a profissionalização dos indivíduos mediante conteúdos e técnicas estabelecidas de cunho funcional e pragmático. Desse modo, o que é prioritário é a instrução para os papéis sociais, para o domínio dos saberes técnicos e instrumentais que tendem a conformar e adaptar esses indivíduos aos padrões socialmente instituídos.

Os que abraçam a tarefa de professores educadores nas práticas educativas as realizam como experiências de natureza teórico-vivencial que se nutrem com os saberes instituídos, mas procuram, cotidianamente, recriá-los e ressignificá-los contextualmente buscando atingir os caminhos mais vastos da sabedoria. Desse modo, as práticas educativas vislumbram muito mais que a mera instrução para os papéis e funções sociais, elas conduzem os indivíduos para a formação da inteireza do ser entrelaçando razão e intuição, corpo/emoção e mente/espírito.

O professor instrutor cumpre obrigações. O professor educador celebra paixões. O professor instrutor superestima o quantitativo, instrumentaliza para o ter que tende à coisificação e a mercadejação do humano. O professor educador realça a busca do qualitativo, da globalidade do ser, da dignidade e da beleza humana; conduz à vocação, à voz do coração.

O professor instrutor assume a função de mero transmissor e reprodutor dos saberes instituídos submetendo os indivíduos aos ditames estabelecidos, ao adestramento e à domesticação. O professor educador passa pelo já instituído e busca instituir novos saberes e sentires procurando rasgar os papéis e as máscaras que empacotam e escondem, instigando a autenticidade, o espírito criador e transgressivo.

O professor instrutor repete todo dia os mesmos cacoetes e recursos metodológicos na cadência decadente das rotinas emboloradas e desencantantes. O professor educador reinventa permanentemente seus procedimentos, renovando-se e reencantando-se com o aprendizado vigoroso de cada experiência vivida. O professor instrutor considera-se detentor do saber, pretensamente pronto e acabado. O professor educador concebe-se aprendiz inacabado nos fluxos do cotidiano.

O professor instrutor circunscreve-se na geometria do tempo linear do chronos. O professor educador descortina-se pelas curvas do tempo dinâmico do kairós. O professor instrutor dá aulas previsíveis, insípidas e frias. O professor educador tece aulas imprevisíveis, abertas ao fluxo das aventuras, ruminando o saber com sabor, convertendo-as em vivências vívidas e encantantes; em constantes ritos de iniciação e de renovação dos pensares e sentires. O professor instrutor percorre os caminhos já feitos do ordinário, mais fáceis e cômodos. O professor educador ousa as veredas ainda não trilhadas, mais desafiantes e difíceis, inaugurando caminhos novos, extraordinários.

O professor instrutor tende a reduzir as salas de aula em "selas de aula" aprisionantes e cinzentas, em que reinam a tristeza e o desprazer, e a vida, os sonhos são mortificados. O professor educador converte as salas de aula em espaços abertos e multicoloridos, em que vicejam a alegria e o prazer, e a vida, os sonhos são vicejados - em espaços de celebração da vida.

O professor instrutor obedece aos receituários das liturgias mecânicas e cristalizadas, com suas normas e ordens asfixiantes. O professor educador ultrapassa as receitas desodorizadas e move-se pelas buscas dinâmicas das transformações constantes e emancipadoras entre ordem e caos. O professor instrutor transmite saberes. O professor educador rumina saberes e busca sorver sabedorias. O professor instrutor erige suas práticas pedagógicas com lógicas monológicas, metálicas e excludentes. O professor educador fundamenta-se em lógicas dialógicas, flexíveis e includentes.

O professor instrutor dita conteúdos para que os alunos copiem e assimilem de modo reflexo. O professor educador problematiza conteúdos para que os alunos reflitam e compreendam criticamente. O professor instrutor encampa modelos uniformes lastreados em certezas fixas. O professor educador articula múltiplas referências fundadas em possibilidades abertas, em incertezas. O professor instrutor privilegia o logos, a cognição, a mente. O professor educador entrelaça logos e eros, cognição e intuição, mente e corpo.

O professor instrutor reduz-se aos muros/muralhas da escola, da sala de aula. O professor educador transpõe esses limites trespassando os horizontes expansivos do cotidiano movente da vida. O professor instrutor professa voto de fidelidade às alianças cultuadoras das burocracias que tendem à domesticação e à subjugação. O professor educador concebe a necessidade mínima de burocracia, sendo esta, mero instrumento que deve estar a serviço dos direitos e liberdades fundamentais do ser humano.

O professor instrutor busca as competências técnica e teórica, a inteligência cognitiva. O professor educador busca as competências técnica e teórica, mas, principalmente, as competências éticas e estéticas, as inteligências cognitiva, intuitiva e emocional. O professor instrutor tende à intolerância e até ao abuso de poder, fala muito e quase não escuta. O professor educador prima pelos princípios da tolerância, da ética da solidariedade e da escuta sensível.

O professor instrutor prima pelos vãos do ter. O professor educador prima pelos desvãos do ser. O professor instrutor busca a reluzência das performances externas dos indivíduos. O professor educador passa pela exterioridade como caminho que conduz às dimensões mais profundas da interioridade do ser, ao autoconhecimento.

O professor instrutor acomoda-se nas linhas retas e regulares das planícies. O professor educador aventura-se pelas curvas e acidentalidades das montanhas. O professor instrutor habitua-se à rotina das tartarugas e das galinhas que rastejam e ciscam a superfície da terra. O professor educador, como a águia, nutre-se das energias da terra e alça seus vôos bailantes pelos ermos do incomensurável.

O professor instrutor privilegia o desenvolvimento das dimensões mais instintivas que traduzem os aspectos mais materialistas do ser humano, as quais, isoladas, fomentam o espírito de competição e de arrogância que desembocam em brutalização e barbárie. O professor educador assume as múltiplas dimensões do humano, passando pelo instinto e atingindo o coração e o espírito de fineza fomentando a solidariedade e a amorosidade. O professor instrutor confina o humano apenas à esfera do material/físico, do imediato e do visível (pedagogia do São Tomé). O professor educador educa para a imanência e para a transcendência, para o invisível, para os valores humanos - a espiritualidade.

Fonte: InfoEscola

Por Casemiro de Abreu Neto

A educação é um tema de grande reflexão para a sociedade. É nela que depositamos a nossa confiança para que nossos filhos tenham um futuro melhor. Os pais que têm uma melhor condição de vida procuram colocar seus filhos numa escola de maior qualidade. Nesse contexto, temos a figura do professor que é um dos principais referenciais na escola. A pedagogia atual entende que essa figura transcendeu e não é mais considerado professor e sim educador.

Antes de falarmos nas diferenças entre o professor e o educador, falemos das igualdades. Eles têm as mesmas condições de trabalho, estão situados na mesma escola, possuem a mesma formação mínima necessária, recebem o mesmo salário e trabalham com um mesmo público que é o aluno.

No entanto, existem diferenças gritantes entre a figura do professor e do educador. O professor tem a função de transmitir o seu conhecimento, enquanto o educador é comprometido com a formação integral do ser humano e com a sua interação com a família e a sociedade. O professor sai de casa para mais um dia de aula, enquanto o educador busca formas para promover a transformação do seu aluno. O professor vê no erro do aluno apenas um erro enquanto o educador o vê como fase de transição no processo de aprendizagem. O professor impõe seus ideais como centro do conhecimento, enquanto o educador é um mediador da relação ensino-aprendizagem.

Por fim, na transcendência da figura do professor para a figura do educador são necessários ingredientes como: humildade, discernimento, relacionamento, atitude e compromisso. Dessa forma, os educadores terão a formação necessária para o exercício não apenas de uma profissão, mas a realização de um ideal de vida.

Fonte: InfoEscola

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DIFERENÇAS ENTRE PROFESSOR E EDUCADOR. Pedagogia ao Pé da Letra, 2014. Disponível em: < https://pedagogiaaopedaletra.com/diferencas-entre-professor-e-educador/>. Acesso em: 18 de Dec de 2021.
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A diferença entre professor e educador, é que professor é apenas uma profissão, podendo ser exercida´por qualquer pessoa que tenha uma habilitação para este fim. Educador ao contrario, não é profissão, mas dom, somente quem ama ensinar pode ser educador, mesmo parecendo que o trabalho é o mesmo, na verdade não é.

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Análise SWOT é uma ferramenta de gestão que serve para fazer o planejamento estratégico de empresas e novos projetos. A sigla SWOT significa: Strengths (Forças), Weaknesses (Fraquezas), Opportunities (Oportunidades) e

Threats (Ameaças) e também é conhecida como Análise FOFA ou Matriz SWOT.

Ferramenta de análise que pode ser aplicado na Educação, a fim de refletir as práticas do professor/escola.

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A liberdade  de caminhar entre as línguas de maneira fluída, utilizando o repertório que mais lhe deixa confortável.

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Ofelia García with her colleague, Li Wei (2014) from London, has given a full discussion on translanguaging theory and practice in their book, Translanguaging: Language, Bilingualism and Education (2014). They believe that bilinguals are not “two monolinguals in one person” (Grosjean, 1989, p. 3), with distinct language repertoires for each of the languages they know. Rather, they suggest that bilinguals have a single language repertoire that gives them more tools, richer resources, and more flexible ways to learn new knowledge, to express themselves, and to communicate with others. (page 6)

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Práticas translíngues: o repertório linguístico do sujeito bilíngue no século XXI

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SWOT analysis - Mayra Figo T5 Plurilinguismo

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OS DILEMAS DA FORMAÇÃO DE PROFESSORES DE LÍNGUA INGLESA: AS VOZES DOCENTES | Revista Prática Docente

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A escola pública e o ensino de Língua Inglesa têm sido alvo de diversas críticas. Tal julgamento aponta o professor como principal protagonista do fracasso estabelecido no ensino. Todavia, há indícios de que existem outros atores e caminhos a serem seguidos rumo à mudança desse paradigma. Nessa pers…

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CONCEITOS – PLURILINGUISMO, BILINGUISMO

CARGA HORÁRIA – 30%, 50%

EM – 20%

PROJETO, PROGRAMA BILINGUE, mas NÃO ESCOLA, EDUCAÇÃO BILINGUE

FORMAÇÃO: Estudos e Certificações vale à pena?

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Recentemente, o Conselho Nacional de Educação (CNE) aprovou as Diretrizes Nacionais para a Educação Plurilíngue no Brasil (parecer CNE/CEB nº 2/2020, aprovado em 9 de julho de 2020). A resolução traz importantes definições e regulamentações para orientar a comunidade escolar e esclarecer o entendimento da concepção de escola bilíngue. A análise foi fruto de discussões entre profissionais que estudam, trabalham e pesquisam sobre a educação bilíngue e aguarda a homologação pelo MEC.

O parecer diferencia escola bilíngue e escola com currículo bilíngue optativo. Além disso, especifica a carga horária mínima exigida para a língua adicional em cada segmento da educação básica, a qualificação do professor e os prazos para adequação dos Projetos Políticos Pedagógicos.

Leia: Bilinguismo: inúmeros benefícios cognitivos, sociais, culturais e econômicos", defende pedagoga

Essas Diretrizes, além de regulamentarem a educação bilíngue no país, também visam promover qualidade, igualdade de oportunidades e avanços para os alunos e a sociedade brasileira. Diante dessa nova conjuntura, gestores e educadores precisam repensar suas práticas educacionais, revisar seus currículos e projetos políticos pedagógicos.

Andreia Fernandes, coordenadora acadêmica do programa bilíngue Edify , destacou alguns pontos importantes do documento.

São eles:

Escola bilíngue é aquela que promove currículo único, integrado e ministrado em duas línguas de instrução, com foco no desenvolvimento de competências e habilidades linguísticas e acadêmicas nessas línguas. Escola com currículo bilíngue optativo é aquela que promove o currículo em língua portuguesa em articulação com o aprendizado de competências e habilidades linguísticas em língua adicional.

O documento especifica a carga horária para as línguas de instrução e define a seguinte organização para o tempo escolar em língua adicional: as escolas com currículo bilíngue optativo devem ofertar no mínimo três horas semanais de instrução em língua adicional.

O projeto pedagógico bilíngue deve contemplar todas as etapas da educação básica (educação infantil, ensino fundamental e ensino médio), mas pode ser implementado gradativamente. O projeto pedagógico com currículo bilíngue optativo deve ser ofertado ao longo de todas as etapas e a todos os alunos.

Professores precisam ter formação complementarem educação bilíngue (120h) para atuar em língua adicional e comprovação de proficiência de nível mínimo B2 (CEFR - Common European Framework).

Vale destacar que a Base Nacional Comum Curricular (BNCC), que regulamenta as aprendizagens básicas e essenciais dos estudantes brasileiros, estabelece a obrigatoriedade do ensino da língua inglesa a partir do 6º ano do ensino fundamental e apresenta a língua inglesa como um componente curricular que potencializa o envolvimento e a participação ativa dos estudantes no mundo social globalizado e plural.

Inglês como ampliador

Na perspectiva da BNCC, o idioma deixa de ser um objeto estático de estudo e se caracteriza como uma ferramenta, um bem cultural mundial que pode ser incorporado para usos diversos por falantes multilíngues em diferentes contextos e culturas. Assim, o documento ressignifica a concepção de língua inglesa como uma língua franca que pertence a muitos povos, nativos ou não nativos, com identidades diversas. O inglês é visto como um conhecimento essencial na formação dos alunos que amplia as possibilidades de acesso à informação e interação no mundo contemporâneo.

O programa bilíngue Edify, marca da Spot Educação e presente em mais de 100 escolas pelo Brasil, contempla todas as etapas da educação básica (educação infantil, ensino fundamental e ensino médio). Além da excelência linguística, o programa desenvolve habilidades essenciais do mundo contemporâneo tais como criatividade, comunicação, colaboração, liderança, empatia e pensamento crítico. São utilizadas as metodologias ativas para tornar a sala de aula um ambiente amplo de aprendizagem colaborativa, interativa e dinâmica.

As escolas parceiras do programa têm acompanhamento contínuo e suporte na formação dos professores de forma a estarem em conformidade com os novos parâmetros estabelecidos.

Para mais informações sobre o programa bilíngue Edify, clique aqui.

Leia também:

Os principais temas educacionais para 2021, segundo a presidente do CNE
Secretário conta os planos para a implantação do novo ensino médio

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Novas diretrizes para a educação bilíngue no Brasil

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Recentemente, o Conselho Nacional de Educação (CNE) aprovou as Diretrizes Nacionais para a Educação Plurilíngue no Brasil (parecer CNE/CEB nº 2/2020, aprovado em 9 de julho de 2020). A resolução traz importantes definições e regulamentações para orientar a comunidade escolar e esclarecer o entendimento da concepção de escola bilíngue.

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Active Methodology - são conjuntos de estratégias e técnicas que colaboram para diversificação do ensino tradicional, contribuindo para intensificação da participação e engajamento dos estudantes, melhorando seu desenvolvimento educacional.

Active Learning - Student centered strategies, partir das motivações e interesses dos alunos. Quanto da participação deles está presente nas aulas. Professor como mediador da aprendizagem, e tutor e curador dos materiais.

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Contribuições dos grupos

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- SHOW NOT TELL STRATEGY
- Pair or Group Talk
- Flipped classroom
- Decentralized Questioning (no hands up)

- Problem-Based Learning

- See Think Wonder

- RETELLING a Story
- ART STRATEGIES
- A Aprendizagem Centrada no Fazer (MCL)
- Active Retrieval
- One minute paper
- Feedback sandwich

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As disciplinas são lecionadas por meio da lingua inglesa, por um professor especialista.

Ex: Professor de ciencias ensina a materia utilizando a lingua inglesa

As escolas dizem utilizar CLIL como abordagem, mas quando avaliam, avaliam os dois?

Os objetivos e a avaliação devem estar relacionados a conteúdo e língua.

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Ensino-Aprendizagem de Língua e Conteúdos Integrados: CLIL

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O que é o CLIL? (Originalmente disponível no Goethe Institute - http://www.goethe.de/ges/spa/dos/ifs/pt2747558.htm) Desde sempre, o interesse por métodos alternativos para o ensino de línguas e consequente compreensão de culturas estrangeiras foi muito grande. Na Antiguidade, por exemplo, existiram propostas para se aprender uma outra língua e simultaneamente conhecer uma outra cultura directamente no país de...

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Hard CLIL - o foco no conteúdo
Soft CLIL - o foco na língua

Food for thought - Karina discorda do termo pois hard e soft inferem que um é melhor do que o outro

Professora bilíngue que trabalha com CLIL - EMI

Professores de engenharia, por exemplo, estão fazendo o curso sobre CLIL e podem procurar a professora bilíngue para compartilhar e trocar sobre o conteúdo de língua.

O ideal seria que o foco estivesse em diferentes aspectos a depender da aula, projeto, proposta em questão.

Em algum momento, cada um precisa ter um UP, e o foco precisa sempre variar e não manter apenas o foco em conteúdo, por exemplo - Isso seria EMI.

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Yesterday I asked in the Online CLIL Summit Community on Facebook what the participants thought every CLIL teacher should do. And as the list grew, I realised this might be more than a bit overwhelming for new CLIL teachers. So here is a (short) list of things I think a CLIL teacher should do. And it includes the how, not just the what.

According to the list a CLIL teacher should:

And the list might just have gotten longer by now.

Now don't get me wrong, I agree with all of this.

It's just that I don't think they are all CLIL specific. I think many of these things (if not all) also apply to non-CLIL learners.

But there are some things CLIL teachers should keep an eye on.

Maybe more so than regular teachers.

What CLIL is about

In my opinion, CLIL is about two things

1. Motivate the use of language (preferably output)

2. Make sure all students are engaged with the content

I know, I know.

The title of this post is 'Three things every CLIL teacher should do'

The third 'thing' is actually linked to the first two.

Simply because we as teachers can ask a lot of students, but if we never check if they understand or provide them with feedback to improve, it might be very hard for students to actually grow and improve.

Hence the third 'thing' is: provide feedback.

Let's discuss them in a bit more detail

Key Take Away

The three things every CLIL teacher should to:

1. Implement language

2. Motivate engagement

3. Provide feedback

1. Make language salient

In the great book " Putting CLIL into Practice" by Phil Ball, Keith Kelly and John Clegg, the statement is made that language should be made 'salient'.

In other words: it should be at the centre of attention. Students should always be aware they are learning a language.

I agree with the wholeheartedly

Does that mean they should always talk? Absolutely not.

But it certainly helps if you occasionally help students think about the language they use.

And how they have to use it.

It gets more complicated if you actually want students to produce spoken language output.

After all, you only learn a language if you use it, but it is hard to use if you never practise.

One way to do this is by using the Secret Studentactivity.

In my experience this works like a charm to motivate language output.

And not just that, it also helps students to become more proficient with the target language!

2. Make sure all students are engaged

This is typically something that makes a lot of sense, right?

Obviously, you want all students to be engaged in your lesson. Who wouldn't?

Here's the catch though.

Making sure that all, I repeat, all students are engaged, you have to make sure not a single student can sit the activity you are doing out.

In other words: students should feel like they have to contribute to the lesson and feel they will be held accountable.

Okay, again, sounds fancy and all, but what does this mean?

Whenever I visit schools and observe lessons, I quickly see the student(s) who are slightly less motivated then the other students to learn.

Sometimes it is only one, sometimes it are a couple of students.

In my opinion, it is up to the teacher to motivate these students to participate.

A couple of possible ways to do this are:

using ClassDojo to randomly select students, instead of asking students to raise their hands.

using Think-Pair-Share to ask students to first discuss answers in pairs before sharing with the class

With these kinds of strategies, students know they can be selected at any time and 'I don't understand' is not an option anymore, as they have had time to think about it.

3. Provide feedback

If students do something and do not know if they are on the right track, it can be quite hard to improve their skills.

So far for the open-door conclusion.

The questions is obviously: how do you do this effectively, without it costing a lot of time?

Just giving grades might not always be the most motivating thing to do.

In my opinion, setting up learning objectives at the beginning of a lesson is a great start.

This allows you to check back at the end of a lesson, for example by asking students to grade their own level of understanding on a scale of 1-10, and raise their hands if it is lower than a 6.

Using this type of quick reflection moments certainly help to provide you with valuable information on the learning process of the student.

You can also provide different types of feedback, like recasting or clarification requests.

These most often work best in situations where you have to provide feedback on spoken output.

Conclusion

You might have noticed I did not discuss the fact CLIL only works in a second language.

That is because I don't think it does.

In my opinion, non-CLIL students can also benefit from focus on language.

Or from being held accountable during a lesson.

A colleague of mine once said:

And I honestly think there is a certain truth in that.

What do you think?

Do you feel CLIL should only be used in a second language setting? And do the activities mention in this post feel like something you can try?

Looking forward to hearing from you!

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3 things every CLIL teacher should do (and how to do it) - CLIL Media

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Yesterday I asked in the Online CLIL Summit Community on Facebook what the participants thought every CLIL teacher should do. And as the list grew, I realised this might be more than a bit overwhelming for new CLIL teachers. So here is a (short) list of things I think a CLIL teacher should do.

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The distinction between BICS and CALP was made by Professor Jim Cummins.

BICS = social language

Basic Interpersonal Communication Skills (BICS) refer to linguistic skills needed in everyday, social face-to-face interactions. For instance, the language used in the playground, on the phone, or to interact socially with other people is part of BICS. The language used in these social interactions is context embedded. That is, it is meaningful, cognitively undemanding, and non-specialized. It takes the learner from six months to two years to develop BICS.

CALP = academic language

Cognitive Academic Language Proficiency (CALP) focuses on proficiency in academic language or language used in the classroom in the various content areas. Academic language is characterized by being abstract, context reduced, and specialized. In addition to acquiring the language, learners need to develop skills such as comparing, classifying, synthesizing, evaluating, and inferring when developing academic competence. It takes learners at least five years to develop CALP. Research from Collier and Thomas (1995) has shown that it may take children with no prior instruction or no support in native language development at least seven years to develop CALP.

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The acronyms BICS and CALP refer to the length of time required by immigrant children to develop conversational skills in the target language and grade appropriate academic proficiency in that language. Understanding the difference between social language and academic language acquisition is an important concept for teachers working with non-native students. Learn more in our academic language resource section.
BICS = social language
Basic Interpersonal Communication Skills (BICS) refer to linguistic skills needed in everyday, social face-to-face interactions. For instance, the language used in the playground, on the phone, or to interact socially with other people is part of BICS. The language used in these social interactions is context embedded. That is, it is meaningful, cognitively undemanding, and non-specialized. It takes the learner from six months to two years to develop BICS.
CALP = academic language
Cognitive Academic Language Proficiency (CALP) focuses on proficiency in academic language or language used in the classroom in the various content areas. Academic language is characterized by being abstract, context reduced, and specialized. In addition to acquiring the language, learners need to develop skills such as comparing, classifying, synthesizing, evaluating, and inferring when developing academic competence. It takes learners at least five years to develop CALP. Research from Collier and Thomas (1995) has shown that it may take children with no prior instruction or no support in native language development at least seven years to develop CALP.

The distinction between BICS and CALP was made by Professor Jim Cummins.

Learn more in Explaining BICS and CALP from EverythingESL.

Video: BICS and CALP

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The acronyms BICS and CALP refer to the length of time required by immigrant children to develop conversational skills in the target language and grade appropriate academic proficiency in that language. Understanding the difference between social language and academic language acquisition is an important concept for teachers working with non-native students.

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A Taxonomia de Bloom do Domínio Cognitivo é estruturada em níveis de complexidade crescente - do mais simples ao mais complexo - e isso significa que, para adquirir uma nova habilidade pertencente ao próximo nível, o aluno deve ter dominado e adquirido a habilidade do nível anterior.

Só após conhecer um determinado assunto alguém poderá compreendê-lo e aplicá-lo. Nesse sentido, a taxonomia proposta não é apenas um esquema para classificação, mas uma possibilidade de organização hierárquica dos processos cognitivos de acordo com níveis de complexidade e objetivos do desenvolvimento cognitivo desejado e planejado.

Os processos categorizados pela Taxonomia dos Objetivos Cognitivos de Bloom, além de representarem resultados de aprendizagem esperados, são cumulativos, o que caracteriza uma relação de dependência entre os níveis e são organizados em termos de complexidades dos processos mentais .

Encerrando um modo de utilização bastante prático, uma vez que permite, a partir da utilização de uma tabela Domínio Cognitivo perceber qual o verbo a utilizar / aplicar, em função do comportamento esperado, organizando os objectivos de aprendizagem em seis níveis, os quais são, por ordem crescente de complexidade os seguintes:

* Conhecimento - Refere-se à habilidade do Aluno / Formando em recordar, definir, reconhecer ou identificar informação específica, a partir de situações de aprendizagem anteriores;

* Compreensão - Refere-se à habilidade do Aluno / Formando em demonstrar compreensão pela informação, sendo capaz de reproduzir a mesma por ideias e palavras próprias;

* Aplicação - Refere-se à habilidade do Aluno / Formando em recolher e aplicar informação em situações ou problemas concretos;

* Análise - Refere-se à habilidade do Aluno / Formando em estruturar informação, separando as partes das matérias de aprendizagem e estabelecer relações, explicando-as, entre as partes constituintes;

* Síntese - Refere-se à habilidade do Aluno / Formando em recolher e relacionar informação de várias fontes, formando um produto novo;

* Avaliação - Refere-se à habilidade do Aluno / Formando em fazer julgamentos sobre o valor de algo (produtos, ideias, etc.) tendo em consideração critérios conhecidos.

Foco sempre e agradecimentos a Dra. Célia Simonetti por apresentar, abordar e utilizar tal instrumento no auxílio a construção de textos, projetos e artigos.

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A Taxonomia de Bloom, verbos e os processos cognitivos | BD

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A Taxonomia de Bloom do Domínio Cognitivo é estruturada em níveis de complexidade crescente - do mais simples ao mais complexo - e isso significa que, para adquirir uma nova habilidade pertencente ao próximo nível, o aluno deve ter dominado e adquirido a habilidade do nível anterior.

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(Candida Palma)

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Boats and boating--Equipment and supplies

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Educating Children to Tell Fact from Fiction on the Web

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Educating Children to Tell Fact from Fiction on the Web

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The Internet has opened new worlds to students. Teachers play an important role in providing guidance on how to judge the trustworthiness of websites, and targeted assignments can help children develop broader knowledge.

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New Literacies and Education: The Tree Octopus Legacy

Ever heard of the Pacific Northwest tree octopus? Neither had a group of Connecticut seventh graders who, when presented with a convincing website detailing the habits of this extraordinary creature, concluded that the site was "credible" and that such an animal existed. Of course, there's no such thing as a tree octopus. A team of experts in reading comprehension from the University of Connecticut was using an Internet hoax website to test whether students could identify bogus online material.

The now classic University of Connecticut New Literacies Lab experiment not only prompted calls for stepping up efforts to teach online literacy ("new literacies" is the preferred term), but also triggered dismay among commentators who were already uneasy with the increased role of the Internet in education. They argued that schools were producing kids who didn't have a "broad base of knowledge about how the world works," in the words of one Time blogger.

Educating Students to Discern Credible Content

Experts in the field of new literacies agree that students need guidance to gauge the veracity of online content. But building content knowledge and learning to navigate the Internet are inseparably linked in their minds. "Students need content knowledge to know if a site is credible, and the Internet allows them to build that content knowledge more easily than they ever could in the past," says Mary McMackin, former professor in the Language and Literacy programs, and now professor emerita.

The Internet has expanded children's opportunities beyond textbooks and encyclopedias, giving them access to primary source material that was once the sole province of specialists. Learning content through the Internet is more of a discovery process, as they access materials to inform an understanding of the arts, history, politics, current events, and developments in health, science, and technology. The Web presents content through a variety of formats, rather than through the single format of the printed page.

Still, the message of the New Literacies Lab experiment is: You can't believe everything you read online, says McMackin, and this lesson should be taught early and often, certainly by the time students begin to do online research.

In the lower grades, teachers can steer students toward reputable sites, and as students progress into middle school they should be trained to apply an ever more discerning eye. McMackin says that students should be taught to answer a number of questions, including "Who is the author? What organization created the website? Is it a for-profit or nonprofit organization? Does it publish paid content? How old is this information?"

The Difference Between Print and Online Text

New literacies also involve an understanding of the difference between reading a printed book and reading text online. People read books in a linear fashion, while they are more likely to quickly scan onscreen material and navigate through hyperlinks to discover additional content. Book readers are typically guided by the author's organization, while readers of online text chart their own course, encountering multiple authors and viewpoints as they go. As Donald Leu, who heads the New Literacies project, describes it, when people read online they construct their own text.

Creating a personal "text" can be very liberating, but it does pose challenges in using the Internet, especially for schoolchildren. "Most of the time, when kids do a Google search, they only look at the first page of results," says McMackin. "Google doesn't always show the absolute best resources on the first page; a better resource might be buried on page 2 or 3," she says. Teachers can set guidelines and encourage students to go deeper and not just click on the first link they find. The sheer number of websites can also be daunting to children. "Kids need their teacher's help in getting a grip on how all the pieces fit together."

Inquiry-Based Learning

To fit the pieces together, teachers can use inquiry-based learning. Instead of giving children an assignment to write a report on bears, teachers might start with a big-picture question, such as "What does a bear need to survive?" According to McMackin, "The inquiry-based assignment gives children a framework for the facts they gather from online research." In this case, children might look at habitat, predators, prey, climate, and breeding habits. "In answering the question about what bears need to survive, the little facts become more important because they are placed in a context."

This contextual knowledge is also transferable, she says. If you assign the child to research another animal, say a fox, they will be able to draw connections between bear and fox habitats, for example, and make comparisons. Through such inquiry-based teaching methods, students retain more facts to build their contextual knowledge.

The Internet continues to enrich children's educational experiences in ways that were unimaginable even a few years ago. "Kids are naturals with technology," says McMackin. "If teachers can tap that facility, give it focus and context, they will succeed in delivering content in meaningful ways that benefit students." As students add to their storehouse of knowledge and context, they are less likely to be hoodwinked by websites like the one about that imaginary, tree-dwelling, Pacific Northwest cephalopod.

Additional Reading

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Educating Children to Tell Fact from Fiction on the Web

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Ever heard of the Pacific Northwest tree octopus? Neither had a group of Connecticut seventh graders who, when presented with a convincing website detailing the habits of this extraordinary creature, concluded that the site was "credible" and that such an animal existed. Of course, there's no such thing as a tree octopus.

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Cephalopods In General:

Conservation Organizations:

World Conservation Union - An international organization whose mission is "To influence, encourage and assist societies throughout the world to conserve the integrity and diversity of nature and to ensure that any use of natural resources is equitable and ecologically sustainable."

The Wildlife Fund - The WWF works to preserve genetic, species, and ecosystem diversity throughout the world.

UNEP World Conservation Monitoring Centre - An office of the UN that provides information for policy and action to conserve the living world.

Green Press Initiative - A non-profit program aimed at encouraging book publishers to use recycled paper instead of cutting down tree octopus forests and using their pulped homes to print anti-tree-octopus propaganda (also known as "textbooks", see FAQ).

Other Animals Of Interest:

Below are some other animals that are endangered, elusive, or whose current existence is in question. Much like the tree octopus, these species often do not get the conservation attention that they deserve. Students are invited to research the links and decide if they would like to take up the cause of any of these creatures.

The Australian Drop Bear - Thylarctos plummetus is a large, arboreal, predatory marsupial related to the Koala that ambushes prey by dropping on it from the forest canopy.

Coconut Crab - This hermit crab, Birgus latro, is the world's largest terrestrial arthropod. It lives in the costal forests of Indo-Pacific islands, where it spends the day sleeping in burrows and the nights climbing palm trees looking for coconuts to crack open with it's mighty claws. It's also rumored to steal things from people and lurk on trashcans.

Dwarf Orca - Rare miniature killer whale sometimes seen in Cascadian waters. Now being bred as a family pet!

- A 1911 book by William T. Cox that lists little-known animals, most now extinct, discovered by lumberjacks in the wilds of North America.

Flying Squid - Squid species in the Ommastrephidae family are known for their ability to glide through the air just above the open ocean, using their fins and stretched arm membranes as wings. Their numbers have been dropping due to over-fishing.

Fur-Bearing Trout - Also sometimes called Beaver Trout, these species of the Artikdander genus can be found in the chilly streams and rivers throughout the northern regions of North America.

Giant Palouse Earthworm - This threatened earthworm (Driloleirus americanus) is native to the Palouse prairies of Washington and Idaho. They can grow up to three feet in length, are pinkish-white, and smell of lilies.

Mangrove Killifish - This unique fish spends several months out of the year living above water in the trees of mangrove swamps.

Maranjandu Tree-Climbing Crab - These newly-discovered, long-legged, shy crustaceans (Kani maranjandu) live in the canopies of tall trees in the Western Ghats range of Southern India, where their geographic isolation and dependence on water-filled tree-hollows could put the species at risk.

Mayfly Squid - Fons volatilis is a freshwater squid found in the Everglades that shoots insect prey out of the air with jets of water and is celebrated during the annual Festival of the Freshwater Squid in Sebring, Florida.

Mountain Beaver - Not a true beaver, this species of primitive rodent (Aplodontia rufa) is considered a living fossil - the sole survivor of its family, Aplodontiidae. Also contrary to their name, they range only as high as the tree line in the mountains of Cascadia, preferring forest burrows. They have opposable thumbs and are also called "boomers".

Mountain Walrus - Another endangered Northwest creature that needs our help. (Link is to Archive.org mirror. Also, see the Mountain Walrus Foundation for some photos.)

Pacific Northwest Jumping-Slugs - These little-understood gastropods of the genus Hemphillia, including the threatened Dromedary Jumping-Slug of the Olympic Peninsula, protect themselves from predation by jumping to safety.

Prairie Crayfish - Once great herds of grassland crayfish (Procambarus gracilis) roamed the American prairies, but then Cajun immigrants hunted them until only those tasty crustaceans that tunneled deep underground survived.

The Red Crabs of Christmas Island - Once every year, 120 million of these forest crabs migrate en masse from their inland burrows to the sea to spawn. Along the way, over a million are crushed by traffic and many die of dehydration crossing deforested land. The offspring of those that survive then have to contend with super-colonies of yellow crazy ants, introduced to the island by the thoughtless actions of Man.

Rock Nest Monster - Known only from its rocky nests and porcelain-like eggs, Cryptogorgo petronidus is so endangered that existential environmentalists wonder if it ever existed at all.

Sabertooth Salmon - The 3 meter (10 foot) long Smilodonichthys rastrosus once prowled the shores and rivers of Cascadia, attacking Cretaceous octopus swimming in the waters. Could escaping this menace have been the impetus for arboreal octopus evolution? (Artistic reconstruction by Ray Troll.)

Sea Wolves (or Coastal Wolves) - A species of Pacific Northwest swimming wolf - related to, but genetically distinct from, the mainland timber-wolf - living along the coast of Vancouver Island, from whence they swim out into the Salish Sea to hunt salmon, seals, and barnacles with their specially adapted teeth and immune systems.

Snouters - Species of the order Rhinogradentia that inhabited the Pacific archipelago of Hy-yi-yi before their islands sank due to nearby nuclear testing. They were noted for their unique nose-like appendage called a nasorium, which was adapted for use in many niches as the founding species radiated throughout the islands. Although now considered extinct, rumors persist that some remnants may have rafted to other islands in the region.

Tree Goats - Moroccan tree goats frolic in the branches of the argan tree, eating its fruit. Farmers gather the partially digested argan seeds from the goats' droppings to produce argan oil, used in food and cosmetics.

Tree Kangaroo - These fuzzy arboreal macropods of the genus Dendrolagus spend their days hopping from tree to tree in the tropical rainforests of Australia, Indonesia, and Papua New Guinea.

Yeti Crab - This crustacean (Kiwa hirsuta), found near mysterious Easter Island, protects itself against the frigid waters with a silky covering of blond fur on its arms and legs.

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Links to tree octopus related sites and other endangered animals.

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Information Literate citizens understand the need for quality information to address problems and questions in their own lives, in their communities and in society, as well as the need to analyse, question and integrate the information available into their own bodies of knowledge and experiences.

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We are what we say and do. The way we speak and are spoken to help shape us into the people we become. Through words and other actions, we build ourselves in a world that is  building  us.  That  world  addresses  us  to  produce  the  different  identities  we  carry forward in life: men are addressed differently than are women, people of color differently than  whites,  elite  students  differently  than  those  from  working  families.  Yet,  though language is fateful in teaching us what kind of people to become and what kind of society to  make,  discourse  is  not  destiny.  We  can  redefine  ourselves  and  remake  society,  if  we

choose, through alternative rhetoric and dissident projects. This is where critical literacy begins,  for  questioning  power  relations,  discourses,  and  identities  in  a  world  not  yet

finished, just, or humane.

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- The first step is to not ignore diversity and inequality (race, gender, social economic status, beauty standards, etc.)

- Teachers must recognize and empower students with backgrounds different from their own, including their voices in the conversation and validating their experiences and perspectives.

- KNOW YOUR BUBBLE!
Educators must first understand how their own identities are constructed and be social critics willing and able to dissect and analyze our society. We all have biases. Question your own assumptions. Self awareness is the key.

Take a bias test (or two)
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Preliminary Information

On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

We ask these questions because the IAT can be more valuable if you also describe your own self-understanding of the attitude or stereotype that the IAT measures. We would also like to compare differences between people and groups.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Kids are exposed to all sorts of situations in their lives that are going to be different from their home lives. It's important to expose them to both familiar and unfamiliar concepts through diverse books so they can grow to become well-rounded, curious, and empathetic people as they navigate life!

We've rounded up a list of our favorite diverse books to get you started.

LOLA AT THE LIBRARY, WRITTEN BY ANNA MCQUINN AND ILLUSTRATED BY ROSALIND BEARDSHAW

Every Tuesday Lola and her mother visit their local library to return and check out books, attend story readings and share a special treat. Lola loves Tuesdays because that is the day she and her mother go to the library. Everything about the trip is an exciting adventure, from packing her backpack with books and her all-important library card to storytimes and singing, to choosing new books and the walk home, when they always stop for a special treat. But the best time of all is when Mommy reads her story at bedtime.

How to get baby to sleep? Mami and Papi will try anything in this bouncy, loving, bilingual lullaby that gently says good night in both Spanish and English.

From the brave efforts of Susan B. Anthony to the quiet courage of Rosa Parks, Courageous People Who Changed the World is a young child's first introduction to the brave people who fought to make the world a better place. Simple text and adorable illustrations tell the contributions of eight champions of freedom: Abraham Lincoln, Rosa Parks, Susan B. Anthony, Malala Yousafzai, Harriet Tubman, William Wilberforce, Mahatma Gandhi, and Martin Luther King Jr.

LITTLE LEADERS: BOLD WOMEN IN BLACK HISTORY,

GLOBAL BABIES,

MOMMY'S KHIMAR,

WRITTEN BY JAMILAH

WRITTEN BY LUPITA VYONG AND ILLUSTRATED BY VASHTI HARRISON THOMPKINS-BIGELOW AND ILLUSTRATED BY EBONY GLENN

FULL, FULL, FULL OF LOVE,

WRITTEN BY TRISH COOKE AND ILUSTRATED BY PAUL HOWARD

BY THE GLOBAL FUND FOR CHILDREN

PEEKABOO MORNING,

THE DAY YOU BEGIN, WRITTEN BY JACQUELINE WOODSON AND ILLUSTRATED BY RAFAEL LOPEZ

CARTER READS THE NEWSPAPER, WRITTEN BY DEBORAH HOPKINSON AND ILLUSTRATED BY DON TATE

THE OTHER SIDE, WRITTEN BY JACQUELINE WOODSON AND ILLUSTRATED BY E.B. LEWIS

WRITTEN BY RACHEL ISADORA

WRITTEN AND ILLUSTRATED BY DYANNE DISALVO-RYAN WHOSE TOES ARE THOSE?,

WRITTEN BY JABARI ASIM AND ILLUSTRATED BY LEUYEN PHAM

WRITTEN BY VASHTI HARRISON

A collection of short bios of accomplished African American women. The bios include women in a wide range of fields -science, arts, journalism, politics, sports -- who range from popular cultural figures like Oprah Winfrey to activist/scholar Angela Davis.

HIDDEN FIGURES: THE TRUE STORY OF FOUR BLACK WOMEN AND THE SPACE RACE, WRITTEN BY MARGOT LEE SHETTERLY AND WINIFRED CONKLING AND ILLUSTRATED BY LAURA FREEMAN
Four children who feel good about who they are and how they enjoy the activities of a typical day at school, happy and brimming with confidence and self-esteem.

A vibrant, multicultural board book that celebrates a baby's sweet toes, for fans of Ten Tiny Fingers and Ten Little Toes.

A toddler plays a game of peekaboo, and you're invited to play too. First, there's Mommy to find, with Daddy not far behind. Then Puppy comes peeking around the corner, and a favorite toy train brings the toddler to Grandma and Grandpa. Isadora's brilliant, joyful pastel illustrations capture the familiar and cozy people, toys and animals that will delight babies.

From Guatemala to Bhutan, seventeen vibrantly colored photographs embrace our global diversity and give glimpses into the daily life, traditions, and clothing of babies from around the world. Simple text in Spanish and English teaches the littlest readers that everywhere on earth, babies are special and loved.

In this lively picture book, children discover a world of colors all around them: red is spices and swirling skirts, yellow is masa, tortillas, and sweet corn cake. Many of the featured objects are Latino in origin, and all are universal in appeal. With rich, boisterous illustrations, a fun-to-read rhyming text, and an informative glossary, this playful concept book will reinforce the colors found in every child's day!

Everyone has kisses for Baby,from Mami and Papi to perro and gato. Using simple Spanish words, this charming read-aloud proves that love is the same in every language! Parents won't be able to resist giving baby muchos besos as they share this bilingual read aloud, filled with bold, graphic illustrations, with their little bébé!

For the youngest member of an exuberant extended family, Sunday dinner at Grannie's can be full indeed - full of hugs and kisses, full of tasty dishes, full to the brim with happy faces, and full, full, full of love. With a special focus on the bond between little Jay Jay and his grannie, Trish Cooke introduces us to a gregarious family we are sure to want more, more, more of.

A young girl plays dress-up with her mother's headscarves, feeling her mother's love with every one she tries on. Charming and vibrant illustrations showcase the beauty of the diverse and welcoming community in this portrait of a young Muslim American girl's life. Playing, sleeping, crawling, and, of course, very noisy babies doing all the wonderful things babies do best.

As a child in Pakistan, Malala made a wish for a magic pencil. She would use it to make everyone happy, to erase the smell of garbage from her city, and to sleep an extra hour in the morning. But as she grew older, Malala saw that there were more important things to wish for. She saw a world that needed fixing. And even if she never found a magic pencil, Malala realized that she could still work hard every day to make her wishes come true.

Sulwe's skin is the colour of midnight. She's darker than everyone in her family, and everyone at school. All she wants is to be beautiful and bright, like her mother and sister. Then a magical journey through the night sky opens her eyes and changes everything. In this stunning debut picture book, Lupita Nyong'o creates a whimsical and heartwarming story to inspire children to see their own unique beauty.

Doubles are good for lots of things-double scoops of ice cream, double features at the movies. But double vision is NOT a good kind of double. In fact, it can make kindergarten kind of hard. Ginny sees double chairs at reading circle and double words in her books. She knows that only half of what she sees is real, but which half? The solution to her problem is wondrously simple: an eye patch! Ginny becomes the pirate of kindergarten. With the help of her pirate patch, Ginny can read, run, and even snip her scissors with double the speed!

Being different doesn't have to be an obstacle, and in A Different Little Doggy, colorful, lively illustrations and a rhyming story line about a disabled dog teach children ages 4 - 8 to love themselves and others. It's an important lesson about acceptance and tolerance teaching children it is OK that we are different.

Carolyn is a happy, energetic, caring first-grader who just happens to be in a wheelchair. She's excited to start her new year of school and make new friends. Yes I Can! follows Carolyn on a typical day at home, at school, and even on a field trip! She can do almost everything the other kids can, even if sometimes she has to do it a little differently.

Friends come in all colors and sizes; they can be funny or serious, musical or athletic, outgoing or quiet. This book reminds children to celebrate their differences because that is what makes each of us so special.

This gorgeous, lyrical ode to loving who you are, respecting others, and being kind to one another comes from Empire actor and activist Grace Byers and talented newcomer artist Keturah A. Bobo.

Jacqueline Woodson's lyrical text and Rafael López's dazzling art reminds us that we all feel like outsiders sometimes and how brave it is that we go forth anyway. And that sometimes, when we reach out and begin to share our stories, others will be happy to meet us halfway.

This first-ever picture book biography of Carter G. Woodson emphasizes the importance of pursuing curiosity and encouraging a hunger for knowledge of stories and histories that have not been told. Illustrations also feature brief biological sketches of important figures from African and African-American history.

Clover's mom says it isn't safe to cross the fence that segregates their African-American side of town from the white side where Anna lives. But the two girls strike up a friendship and get around the grown-ups' rules by sitting on top of the fence together.

In 1848, Mary Walker was born into slavery. At age 15, she was freed, and by age 20, she was married and had her first child. By age 68, she had worked numerous jobs, including cooking, cleaning, babysitting, and selling sandwiches to raise money for her church. At 114, she was the last remaining member of her family. And at 116, she learned to read. From Rita Lorraine Hubbard and rising star Oge More comes the inspirational story of Mary Walker, a woman whose long life spanned from the Civil War to the Civil Rights Movement, and who--with perseverance and dedication--proved that you're never too old to learn.

Right in the middle of Marcy's city block is a vacant lot, littered and forlorn. Sometimes just looking at it makes Marcy feel sad. Then one spring, Marcy has a wonderful idea: Instead of a useless lot, why not a green and growing space for everyone to enjoy? With her warm, hopeful text and inviting illustrations, DyAnne Disalvo-Ryan shows how a whole neighborhood blossoms when people join together and get involved.

An inspiring picture book biography of storyteller, puppeteer, and New York City's first Puerto Rican librarian, who championed bilingual literature.

As a boy, Jadav Payeng was distressed by the destruction deforestation and erosion was causing on his island home in India's Brahmaputra River. So he began planting trees. What began as a small thicket of bamboo, grew over the years into 1,300 acre forest filled with native plants and animals. The Boy Who Grew a Forest tells the inspiring true story of Payeng--and reminds us all of the difference a single person with a big idea can make.

With her new backpack and light-up shoes, Faizah knows the first day of school is going to be special. It's the start of a brand new year and, best of all, it's her older sister Asiya's first day of hijab--a hijab of beautiful blue fabric, like the ocean waving to the sky. But not everyone sees hijab as beautiful, and in the face of hurtful, confusing words, Faizah will find new ways to be strong.

In this beautifully illustrated picture book edition, we explore the story of four female African American mathematicians at NASA, known as "colored computers", and how they overcame gender and racial barriers to succeed in a highly challenging STEM-based career.

THE BOOK ITCH: FREEDOM, TRUTH AND HARLEM'S GREATEST BOOKSTORE, WRITTEN BY VAUNDA MICHEAUX NELSON AND ILLUSTRATED BY R. GREGORY CHRISTIE

In the 1930s, Lewis's dad, Lewis Michaux Sr., had an itch he needed to scratch-a book itch. How to scratch it? He started a bookstore in Harlem and named it the National Memorial African Bookstore.

BLACK IS A RAINBOW COLOR, WRITTEN BY ANGELA JOY AND ILLUSTRATED BY EKUA HOLMES

A child reflects on the meaning of being Black in this moving and powerful anthem about a people, a culture, a history, and a legacy that lives on.

EVERYBODY COOKS RICE, WRITTEN BY NORAH DOOLEY AND ILLUSTRATED BY PETER J. THORNTON

In this multicultural picture book, Carrie goes from one neighbor's house to the next looking for her brother, who is late for dinner. She discovers that although each family is from a different country, everyone makes a rice dish at dinnertime. Readers will enjoy trying the simple recipes that correspond to each family's unique rice dish.

THOSE SHOES, WRITTEN BY MARIBETH BOELTS AND ILLUSTRATED BY NORAH Z. JONES

All Jeremy wants is a pair of those shoes, the ones everyone at school seems to be wearing. Though Jeremy's grandma says they don't have room for "want", just "need", when his old shoes fall apart at school, he is more determined than ever to have those shoes, even a thrift-shop pair that are much too small. But sore feet aren't much fun, and Jeremy soon sees that the things he has -- warm boots, a loving grandma, and the chance to help a friend -- are worth more than the things he wants.

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32 Children's Books That Celebrate Diversity - Literacy Now

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Kids are exposed to all sorts of situations in their lives that are going to be different from their home lives. It's important to expose them to both familiar and unfamiliar concepts through diverse books so they can grow to become well-rounded, curious, and empathetic people as they navigate life!

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"As a society it's like we're learning a new skill of text communication, and we don't fully understand or reflect on its power to affect so many people in ways that we may not have intended," said Nels Oscar, an OSU graduate student in the College of Engineering and lead author on the study.

"Social media is instant, in some cases can reach millions of people at once, and can even instigate behaviors. We often don't even know who might eventually read it and how it will affect them."

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CORVALLIS, Ore. - Researchers at Oregon State University have developed new software to analyze social media comments, and used this tool in a recent study to better understand attitudes that can cause emotional pain, stigmatize people and reinforce stereotypes.

In particular, the scientists studied comments and sentiments expressed about Alzheimer's disease and other forms of dementia. It found that 51 percent of tweets by private users of Twitter accounts contained stigma, when making reference to this condition and the people who deal with it.

The new system may be applicable to a range of other social science research questions, the researchers said, and already shows that many people may not adequately appreciate the power of social media to greatly transcend the type of interpersonal, face-to-face communication humans are most accustomed to.

"As a society it's like we're learning a new skill of text communication, and we don't fully understand or reflect on its power to affect so many people in ways that we may not have intended," said Nels Oscar, an OSU graduate student in the College of Engineering and lead author on the study.

"Social media is instant, in some cases can reach millions of people at once, and can even instigate behaviors. We often don't even know who might eventually read it and how it will affect them."

What's clear, the study showed, is that when it comes to Alzheimer's disease, thoughtless or demeaning comments on a broad level via social media can take an already-serious problem and make it worse.

The particular topic studied, the scientists said, is of growing importance. A global tripling of individuals with some form of dementia is projected in coming decades, from 43 million today to 131 million by 2050.

"It was shocking to me how many people stigmatized Alzheimer's disease and reinforced stereotypes that can further alienate people with this condition," said Karen Hooker, holder of the Jo Anne Leonard Petersen Endowed Chair in Gerontology and Family Studies, in the OSU College of Public Health and Human Sciences. "This can create what we call 'excess disability,' when people with a stigmatized condition perform worse just because of the negative expectations that damaging stereotypes bring.

"This type of stigma can make it less likely that people will admit they have problems or seek treatment, when often they can still live satisfying, meaningful and productive lives. Our attitudes, the things we say affect others. And social media is now amplifying our ability to reach others with thoughtless or hurtful comments."

The researchers noted a 2012 report which concluded that negative attitudes about Alzheimer's disease and dementia can result in shame, guilt, hopelessness, and social exclusion among stigmatized individuals, leading to delay in diagnosis, inability to cope, and decreased quality of life. It also affects friends, family and caregivers of these individuals.

A comment a person might never make in a face-to-face conversation, Oscar said, is often transmitted via social media to dozens, hundreds or ultimately thousands of people that were not really intended. Some constraints that might reduce the impact, like clearly making a joke or using sarcasm in a personal conversation, can often get lost in translation to the printed word.

"A point many people don't understand when using social media is that their intent is often irrelevant," Oscar said. "All people eventually see is the comment, without any other context, and have to deal with the pain it can cause."

This research was one part of a six-year, $2.3 million project funded by the National Science Foundation to train graduate students in aging sciences and to conduct cross-disciplinary studies on issues of importance to an aging society. The paper was recently published in the Journals of Gerontology: Psychological Sciences. The software created for the project is now freely available for other scientists to use, at http://bit.ly/2p5GmDC

In the research, the software was designed to recognize and interpret the use of various keywords associated with Alzheimer's disease, such as dementia, memory loss or senile. The system was improved by comparing results to the same comment evaluated by human researchers, and ultimately achieved an accuracy of about 90 percent in determining whether a comment was meant to be informative, a joke, a metaphor, ridicule, or fit other dimensions.

The system was then used to analyze 33,000 tweets that made some reference to Alzheimer's disease.

People concerned about these issues, the OSU researchers suggested, might be more conscious of their own comments on social media, and also more willing to engage with others who are using language that is insensitive or potentially hurtful.

"We should also consider ways to combat stigma and negative stereotypes by tweeting about the positive experiences of persons with dementia and people in their social networks," Hooker said.

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Social media tools can reinforce stigma and stereotypes

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CORVALLIS, Ore. - Researchers at Oregon State University have developed new software to analyze social media comments, and used this tool in a recent study to better understand attitudes that can cause emotional pain, stigmatize people and reinforce stereotypes. In particular, the scientists studied comments and sentiments expressed about Alzheimer's disease and other forms of dementia.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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What kindergarteners taught me about gender | Batya Greenwald | TED

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What kindergarteners taught me about gender | Batya Greenwald | TED

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Children begin to form a sense of gender identity between the ages of two and three. Cultural indoctrination or self-expression?  With surprising and touching stories about children and the continuum of gender, kindergarten teacher Batya Greenwald straightens you out about all the ways you never knew you were bent. Her stories from 15 years of observing children might help you be a better guide to all children--even the one inside yourself--allowing you to be fuller in expression and more uniquely who you are meant to be.

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What kindergarteners taught me about gender | Batya Greenwald | TEDxCU

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MYTH 1 - Gender is binary - female or male

Nothing beyond and nothing in between

MYTH 2 - Sex and gender are the same thing

When in fact they’re quite different

it’s the moment when you are born and someone look into your legs and declares “It’s a boy/girl”

If sex is between our legs, gender is between our ears.

Sometimes our GENDER identity does not correspond to our biological SEX

Scientists say that children start to define their gender identity around 2 years old.

FOOD FOR THOUGHT

Because my gender lines up, I was able to move through the world pretty smoothly.  It’s a privilege I didn’t even think about, before knowing about this.

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- When did you discover your gender? Did someone tell you?- - Were there things you wouldn't do or say because of your gender.
- “Boys don’t cry” or “Girls, act like a lady”

The earlier we expose children to these issues the easier it is to address prejudice before it becomes a problem.

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Two high school students set out to prove a point at their school in a now-viral TikTok that makes a serious point: dress codes are sexist and full of double standards. Those double standards primarily impact girls.

Two students from Illinois decided to give administrators nowhere to hide, showing how unfair the school's clothing policy is by dressing the same and recording how the school handled their outfits, which was obviously different based on their gender. The viral TikToks make it clear: school dress codes punish girls for having bodies.

According to , Kenzie Crimmins and Drew Jarding wanted to prove how sexist the school dress code is. So they put on similar outfits on the same day and shared the results on TikTok. "Dressing the same to school to show how dress codes are sexist," Drew captioned one of the first videos they created.

@drooscroo
they really wrote up @kenziecrimmins and didn't say anything to me #dresscode #sexist

♬ original sound - Sickickmusic

They weren't dressed identically, however similarly enough. Both Drew and Kenzie wore a crop-top t-shirt, with Kenzie pairing with tight leggings and Drew opting for shorts. The subtle differences were made purposely as well.

Drew explained that he wanted their outfits to be similar but wanted Kenzie to be more 'discreet' with the long pants instead of shorts, and a slightly longer crop top, Drew told BuzzFeed.

Through the video, it appeared, at first, that both students were going to be left alone with no dress code violations. Until the seventh period when a teacher wrote Kenzie up for "showing her stomach."

Nothing was said to Drew, whose shirt was shorter. "They were like, 'Your shirt is really revealing' and offered for me to go to the resource room to change," Kenzie said to BuzzFeed.

In the video with Kenzie, she had her shoulders covered and pants well below the knee. Her shirt was technically a crop top, showing a small window of her stomach. On the other hand, Drew violated the school's crop top and short length rules, and no one said anything to him about changing.

Drew had been doing a dress code series on TikTok to show the school doesn't enforce the same rules for everyone. According to Drew, the school prohibits straps that show too much shoulder, spaghetti straps, crop tops, and ripped jeans. Also, shorts, dresses, and pants need to be below the knee.

@drooscroo
#dresscode my friends who have been dress coded for wearing clothes like mine @avvacado @grace.gustafson3 @_ella_nolan_ @el.nicole @alainamullerr ...

♬ Easy 2000s songs - Amber Fares

"I had known that dress codes had been unfair for a while; I just didn't know to this extent," Drew explained. "I was wearing multiple outfits that were going against the code or whatever, and they hadn't said a single thing to me all that week."

The story echoes a controversy earlier in the year when a school edited yearbook photos to cover up girls' chests and shoulders even when they were wearing clothes that were school-dress-code-friendly.

It's clear that enforcement of dress code violations is rarely equal, and for the most part, the people who get in trouble for violating dress codes are girls or feminine-presenting. In the meantime, this means girls will be taken out of classrooms and punished while boys won't be all for the crime of having bodies or showing off a few more inches of flesh. It's time for outdated and sexist dress codes to go.

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A Girl and Boy Wear the Same Outfit to School, Point Out Dress Code Sexism

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Two high school students set out to prove a point at their school in a now-viral TikTok that makes a serious point: dress codes are sexist and full of double standards. Those double standards primarily impact girls.

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Word recognition is the act of seeing a word and
recognizing its pronunciation immediately and without any
conscious effort.
If reading words requires conscious, effortful decoding,
little attention is left for comprehension of a text to occur.

But what does automatic word recognition look like?

Even though we recognize words instantaneously, we do
not only recognize them as wholes or familiar shapes, our
brains process every letter in the words subconsciously.
This is evident when we spot misspellings.

To achieve automaticity, students need instruction in:
phonological awareness, decoding, and sight recognition of
high frequency words (e.g., “said,” “put”).

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Phonological awareness encompasses an awareness of
various-sized units of sounds in spoken words such as
rhymes (whole words), syllables (large parts of words), and
phonemes (individual sounds).

Hearing “cat” and “mat,” and being aware that they rhyme,
is a form of phonological awareness, and rhyming is usually
the easiest and earliest form that children acquire.

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In order to decode words, children must understand the
alphabetic principle and letter-sound correspondences.

When students get that letters signify the sounds that we say,
they have understood the “alphabetic principle.”

Letter-sound correspondences are known when students can
provide the correct sound for letters and letter combinations.

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Since these exception words must often be memorized as a
visual unit (i.e., by sight), they are frequently called “sight
words.”
One third of beginning readers’ texts are comprised of
familiar, high frequency words such as “the” and “of,” and
almost half of the words in print are comprised of the 100
most common words (Fry, Kress, & Fountoukidis, 2000).

Irregularly spelled words can be learned from reading of
books alone. However, struggling decoders do not spend a lot of time reading books, and therefore, do not encounter sight words as often. They need deliberate instruction and additional practice opportunities.
Instruction in learning sight words is similar to instruction
used to learn letter-sound correspondences.

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Cartoon by Marco de Angelis - Who ordered the apple?

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Meaning will be incomplete if readers do not know each
and every one of the characters illustrated and their unique
connections to “apple”.
Background knowledge allows readers to strategically infer
the author’s meaning with a lot less effort. Drawing
inferences from a text is much easier when a reader is
already familiar with what the author is talking about.

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Schemata are like a mental filing system from which you
retrieve existing knowledge and into which new information
is stored.
As you read, your schema for a topic helps you to anticipate,
infer, decide what is or not important, build relationships
between ideas, and decide what information merits close
attention.
After reading, it helps you recall what you read and put it into
your own words.

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Curriculum and Assessment for Bilingual Schools

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Curriculum and Assessment for Bilingual Schools

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(Selma Moura)

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Content based curriculum x skills based curriculum

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There are many critics of the prevalent system of education, which equates learning with the accumulation of content. But what replaces this method, and how is it any better?

In Quest Forward Learning, we incorporate basic principles of learning with a vision of graduates who are equipped to flourish and contribute value to their greater communities. In building a curriculum to foster this type of learning, we've adhered to a model that places a priority on the development of skills that complement critical concepts and facts. An earlier blog post describes how this approach works. This method is particularly applicable to educating proactive, creative, and effective community members.

Skills are Empowering

In a content-based curriculum, students are drilled to accumulate a comprehensive body of knowledge, which they might later consult if they 1) retain the information and 2) happen to form related goals. A skills-forward curriculum, by contrast, prioritizes the development of new capabilities. Quest Forward Learning places a priority on ensuring that students achieve their goals, which they set for themselves throughout the learning process. Instead of passively absorbing the platform of Woodrow Wilson's initial presidential campaign, for instance, students might focus on developing the skill of analyzing symbols and slogans in a way they might use on contemporary imagery, political or otherwise. (Along the way, of course, they'll learn about the related issues confronting the U.S. in 1912.) Skills of this sort, large and small, empower students to act in the world, drawing upon their individual interests and goals.

A skills-forward curriculum also teaches students how to learn effectively. Researching, inquiring, asking questions, experimenting, looking for causes, solving problems, and revising one's work are foundations in the repertoire of a student who can efficiently and reliably learn skills and concepts that might end up being important to future projects or careers. This kind of curriculum occupies a natural place in secondary education.

Skills are Relevant-and Flexible

Learning without a connection to existing knowledge and interests, and with no distinct rationale, can be demotivating. Facts and concepts from traditional curricula run exactly this risk: If we take for granted that early high-school students need to learn about cellular respiration, the tendency is to teach them just that, with lots of memorization and no particular connection to their own lives. Well-chosen skills-skills taken from a framework focused on empowering students in their work and lives-offer a route to relevance in cases like this.

In a course driven by content-focused objectives, students' mastery of material competes with how much progress is made through the material. As the school year advances, there is little mechanism for students to spend more time on problematic concepts. When skills become the central objectives, by contrast, students (and teachers) can revisit applicable needed skills throughout the course, without disrupting projects, classwide work, or the course's concepts and themes. Similarly, teachers and schools can make room to focus on favored or required content while still advancing the development of skills. Students can hone their skills in providing evidence for an argument or in strategies of data analysis, for instance, in a wide range of settings. A curriculum that focuses on skills and builds in the appropriate support for adjustment can avoid becoming an obstacle to learning.

Putting Knowledge into Action

Even students who thrive on assimilating facts and bodies of knowledge are not necessarily well served by an education that is focused on doing so. Consistent with the mandate of empowering students, Quest Forward Learning encourages students to innovate, take initiative, and solve problems. To fulfill these goals, students must put what they learn into action. When building skills is the priority, the concepts that are uncovered and explored along the way are embedded in action. Students discover, manipulate, and use them to make arguments and solve problems. Instead of relying on content-driven learning, Quest Forward Academy students focus on skill-building, which fosters their active engagement with their learning.

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Learning in Action: The Advantages of a Skills-Forward Curriculum

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There are many critics of the prevalent system of education, which equates learning with the accumulation of content. But what replaces this method, and how is it any better? In Quest Forward Learning, we incorporate basic principles of learning with a vision of graduates who are equipped to flourish and contribute value to their greater communities.

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Content based curriculum vs Skill-based curriculum

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Content based curriculum vs Skill-based curriculum

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Gaining knowledge and putting it into practice is fundamental to learning, and the most effective way to learn is to build upon what you already know. Traditionally, education has followed the path to greater knowledge, but as skill gaps emerge, teachers must find new ways to address them.

Most educators today advocate for greater balance between knowledge and skills-based learning. But to teach effectively, it's essential to understand the differences between these two methods. It's also important to know how to implement them in a way that most benefits students.

Knowledge-based learning vs skills-based learning

Knowledge is the theoretical understanding of something, which is acquired through lectures and textbooks. Knowledge-based learning, therefore, refers to reading, listening, and watching to obtain the information needed before progressing to the next stage of learning.

Skills can be acquired by doing, and the best way to master something is through regular practise or trial and error. Skill-based learning aims to build upon knowledge by developing practical expertise in a particular area.

As an example, a carpenter requires the background knowledge of how to measure and read blueprints, before starting a project. This can help with a range of projects, but it's not enough on its own. A carpenter also needs to develop skills to carry out specific tasks, such as crafting a kitchen cabinet or making a coffee table.

As you can see from this example, having knowledge about something does not make you skilled in it-likewise, being skilled at something does not mean you have all the required knowledge to excel at it.

The carpentry example offers a very clear-cut distinction between these two learning methods. When it comes to early childhood teaching, such as in primary schools, skills-based learning aims to build upon the knowledge a student has gained in the classroom. This combination of knowledge-based and skills-based learning will help transform learners into independent thinkers and prepare them for challenges they may face in the future.

Why is skills-based learning important?

Skills-based education is essential for a few reasons:

1. It promotes greater independence
Students who learn through skills-based instruction are more likely to think at a higher level and solve problems on their own. This is important, particularly for primary school children who are being introduced to new ideas and concepts every day. Children at this age are just beginning to make connections between what they have been told and what they have experienced.

2. It increases learning speed
Students learn much faster when there are multiple ways for them to absorb information. Using a skill-based approach can further develop what they already know and help them grasp concepts quicker.

3. Provides real-world experience
Children have little real-world experience, which makes teaching theoretical subjects more challenging. By creating lessons that engage their reality, that they can experience and build upon, they will be able to catch on a lot faster.

Although the importance of a skill-based curriculum cannot be understated, knowledge is still a crucial foundation for students to be able to apply their skills and understand the broader reasoning behind what they are learning and why.

Understanding learning methodologies for early childhood education

There is a lot more you can understand about learning methodologies to make an impact on young learners. For example, what the characteristics of competency-based training is, what is meant by life skill education and much more.

If you want to learn more, are interested in mentoring future generations and working with young children, then a career in childhood education might be your calling. Open Colleges' courses in childhood education will provide you with the perfect foundation for starting your career in this field.

Visit the Early Childhood Education and Carecourse page now where you'll find a selection of nationally recognised courses, including CHC50113 Diploma of Early Childhood Education and Care. These courses will give you both the knowledge and skills you need to start a career in the growing and highly rewarding early childcare sector.

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What is the difference between skill and knowledge-based learning?

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Discover the dissimilarity between skill and knowledge-based learning and how they impact education. Gain insights to enhance your learning experience.

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- Concepts;
- Procedures;
- Facts;
- Attitudes;
CURRICULUM