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Grupo 8 - Planeamento de planos de aulas para diferentes níveis de desempenho

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Grupo 8 - Planeamento de planos de aulas para diferentes níveis de desempenho

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The process of planning requires PE teachers to respect the organization of the objectives into a hierarchy, which follows the criterion from generalization to specification. (Viciana & Mayorga-Vega, 2018)

The elements of lesson plan that should be included in a lesson plan such as school identity, identity of material/class/time allocation, core competences, basic competences, methods, materials, activities, and evaluations. The more detail lesson plan is described, the more success the learning activities (Putri, 2017).

Scott and Ytreberg (2000) cited by Putri (2017) mentions that there are at least five advantages of lesson planning; making the lesson run smoothly, becoming more aware of how much time activities take, reflecting at the end of the lesson on what happened, anticipating how to balance the lesson, and giving the teacher time to observe what is going on(Putri, 2017).

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Grupo 3 - Planeamento - Para que servem os vários modelos de ensino?

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Grupo 3 - Planeamento - Para que servem os vários modelos de ensino?

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Metzler (2000) and Rink (1999) have argued that instructional strategies should be based on learning theory, since without a clear understanding of how learning takes place, teachers cannot expect to achieve intended learning outcomes.

Among other things, instructional models provide guidelines to teachers on how to put into practice particular approaches to physical education.

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Grupo 7 - Tipos de Feedback e sua importância

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Grupo 7 - Tipos de Feedback e sua importância

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- Including and organizing partnership collaborations with families in order to receive feedback of the transferred learning to the students’ lives, and to make effective strategies without the presence of the teacher;

- Delivering positive feedback; providing suited challenges and group activities in order to increase the self-motivation and self-esteem.

-Some research has focused on peer-assessment. For example, Butler and Hodge
(2001), working in the USA, found that advantages of peer-assessment over
traditional approaches included more feedback, an improvement in learning, more
sociability and more positive relationships among classmates

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Grupo 1 - Estratégias e recursos para adaptação a diferentes níveis de desempenho na turma

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Grupo 1 - Estratégias e recursos para adaptação a diferentes níveis de desempenho na turma

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Grupo 6 - Planeamento a nível macro, meso e micro

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Grupo 6 - Planeamento a nível macro, meso e micro

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Wiggins and MeTighe (1998) encourage teachers to plan backwards from the "big ideas" they want students to learn, design assessment tools that will demonstrate students having achieved success, and choose teaching strategies to lacilitate students reaching those big ideas. This is commonly referred to as backward design and constitutes considering the tollowing:
1. What do we want students to know and be able to do as a result of participating in our programs? (curriculum)
2. How will we know when they have been successful?
(assessinent)
3. How can we get them there in the most challenging and engaging ways possible? (instruction)

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Grupo 4 -Tipos de avaliação: criterial normativa, mista

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Grupo 4 -Tipos de avaliação: criterial normativa, mista

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"We found that traditional assessment instruments such as Physical Fitness Tests and subjective assessment criteria such as grading students’ effort and clothing have been popular approaches to assessment. We also found alternative assessment approaches now in use that have a stronger educational focus." (López-Pastor et al., 2013)

The instructor could see clearly whether or not individual children were executing the exercises correctly.

Assessment of ‘theoretical’ knowledge in physical education was carried out in conventional fashion consistent with other more established subjects, i.e. by examination, essay or multiple choice questions.

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Grupo 2 - Da universidade para a Escola - o choque com a prática 

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Grupo 2 - Da universidade para a Escola - o choque com a prática 

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Furthermore, the changing perspectives on what learning to be a teacher entails, and the delicate negotiation of pedagogical relationships with PSTs, are central both to the CTs’ supervisory practices and to the construction of their new professional identities as mentors

CTs are expected to facilitate the learning process of PSTs, provide emotional support, enhance their self-efficacy, stimulate their thinking and prepare them for the practical reality of teaching (Leshem, 2014; Lunenberg et al., 2014). S

This leads the PSTs to reflect on their practices and to gain decisional autonomy and responsibility for their action

Teaching perspectives are therefore important in any exploration of pedagogical practices that CTs employ in their interactions with PSTs (Clarke and Jarvis-Selinger, 2005)

Some teaching perspectives directly associate the practice of good mentoring with content and competence in delivering support to the PSTs, or with the exploration of PSTs’ existing knowledge through a climate of caring and trust.

Specifically, we focus on the teaching perspectives guiding his role as a CT, the type of relationships developed with his cohort of PSTs and the influence of the mentoring role on the ongoing construction of his professional identity.

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Grupo 5 - Estratégias e recursos para espaços reduzidos e turmas com muitos alunos

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Grupo 5 - Estratégias e recursos para espaços reduzidos e turmas com muitos alunos

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Given the role of prior knowledge and alternative conceptions of domainspecific knowledge in learning, the teacher needs to have some sense of what the learner already understands about the game (Dodds et al., 2001; Rovegno, 1999). This includes, for the learner, direct experience as a participant as well as experience of the game as a spectator. Since the game form is a context in itself, it is also important from a situated learning perspective that the teacher know something about the learner’s conceptions of learning in physical education classes (Kirk, Brooker, & Braiuka, 2000)