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RESUMO: A prática de lembrar (retrieval practice) ou efeito da testagem (testing-effect) é uma estratégia de estudo que envolvetentar lembrar informações às quais fomos anteriormente expostos. Embora essa prática aumente o tempo de retençãode informações comparada às formas tradicionais de estudar, dentre várias outras vantagens com ampla evidênciacientífica, essa estratégia não costuma ser a mais usada entre alunos. Educadores devem, assim, auxiliar estudantesa utilizarem essa estratégia em seu cotidiano. Com o intuito de otimizar sua aplicabilidade, o presente artigo discutequais fatores interferem nessa prática, incluindo: a importância de feedback, a forma com que a prática de lembraré realizada e o formato de resposta dos alunos, o número de repetições de tentativas de recordar informações eo intervalo entre essas repetições. A apropriação do conhecimento sobre esses fatores influencia positivamente aimplantação da técnica em sala de aula, promovendo assim uma educação baseada em evidências. Veja artigo completo abaixo.

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RESUMO: A prática de lembrar (retrieval practice) ou efeito da testagem (testing-effect) é uma estratégia de estudo que envolvetentar lembrar informações às quais fomos anteriormente expostos. Embora essa prática aumente o tempo de retençãode informações comparada às formas tradicionais de estudar, dentre várias outras vantagens com ampla evidênciacientífica, essa estratégia não costuma ser a mais usada entre alunos. Educadores devem, assim, auxiliar estudantesa utilizarem essa estratégia em seu cotidiano. Com o intuito de otimizar sua aplicabilidade, o presente artigo discutequais fatores interferem nessa prática, incluindo: a importância de feedback, a forma com que a prática de lembraré realizada e o formato de resposta dos alunos, o número de repetições de tentativas de recordar informações eo intervalo entre essas repetições. A apropriação do conhecimento sobre esses fatores influencia positivamente aimplantação da técnica em sala de aula, promovendo assim uma educação baseada em evidências. Veja artigo completo abaixo.

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Deixe abaixo sua contribuição sobre o artigo 1.

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Deixe abaixo sua contribuição sobre o artigo 1.

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"Alternar as estratégias de ensino ao longo de uma aula: tente fazer com que os alunos se unam em uma atividade de pensar, compartilhem em pares ou trabalhem em grupos, passem alguns minutos revisando conceitos , ou dê um teste prático de baixo risco no final de uma aula. Essas atividades podem ajudar a quebrar a monotonia de uma aula longa e, como bônus, aumentar a memória dos alunos". Veja a seguir o artigo completo e pense como poderia fazer pausas durante suas aulas. 

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"Alternar as estratégias de ensino ao longo de uma aula: tente fazer com que os alunos se unam em uma atividade de pensar, compartilhem em pares ou trabalhem em grupos, passem alguns minutos revisando conceitos , ou dê um teste prático de baixo risco no final de uma aula. Essas atividades podem ajudar a quebrar a monotonia de uma aula longa e, como bônus, aumentar a memória dos alunos". Veja a seguir o artigo completo e pense como poderia fazer pausas durante suas aulas. 

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Students are easily distracted, but regular, short breaks can help them focus, increase their productivity, and reduce their stress.

©Shutterstock.com/Rawpixel.com

Regular breaks throughout the school day-from short brain breaks in the classroom to the longer break of recess-are not simply downtime for students. Such breaks increase their productivity and provide them with opportunities to develop creativity and social skills.

Students, particularly young ones, often struggle with staying focused for long periods of time. In a 2016 study, psychologist Karrie Godwin and a team of researchers measured how attentive elementary students were during class, and discovered that they spent over a quarter of the time distracted, unable to focus on the teacher or the current task. Shorter lessons, however, kept student attention high: Teachers found it more effective to give several 10-minute lessons instead of fewer 30-minute ones.

And there are more benefits to downtime than increased attention: It decreases stress, increases productivity, boosts brain function, and provides opportunities for children to learn social skills.

Reducing Stress, Increasing Productivity

Recent research shows that our brains aren't idle when we take breaks-they're hard at work processing memories and helping us make sense of what we experience. In a groundbreaking 2012 study, Mary Helen Immordino-Yang and her colleagues at USC and MIT used an fMRI scanner to examine neural activity during the brain's "default mode"-a state of rest that's usually associated with taking a break or letting our minds wander. In this state, the brain is still highly active, with a different set of regions lighting up than when we're focused on the outside world.

Further experiments showed that this default mode is crucial for consolidating memories, reflecting on past experiences, and planning for the future-in other words, it helps shape how we make sense of our lives. Breaks keep our brains healthy and play a key role in cognitive abilities such as reading comprehension and divergent thinking (the ability to generate and make sense of novel ideas). "Rest is indeed not idleness, nor is it a wasted opportunity for productivity," Immordino-Yang and her colleagues write.

So breaks are an essential part of learning. But the benefits extend beyond the psychological well-being of students. Particularly for younger students, regular breaks throughout the school day can be an effective way to reduce disruptive behavior. In a series of recent studies, short physical activity breaks in the classroom improved students' behavior, increasing the effort they put into their activities as well as their ability to stay on task.

Both students and teachers benefit from using unstructured breaks to reduce stress. According to the American Psychological Association, stress can have serious health consequences, increasing someone's chances of serious conditions such as heart disease and depression. The APA recommends frequent breaks, in addition to other activities such as exercise and mediation.

Boosting Brain Function

Exercise breaks-whether short activities in the classroom or recess-help promote physical fitness, which in turn boosts brain health. In 2013, the National Academy of Medicine (then called the Institute of Medicine) published a major report on the benefits of physical activity on children's cognitive development and academic success.

At the time, less than half of U.S. students were meeting the federal guideline of 60 minutes of daily exercise. Bringing together experts across a range of fields, the report made the case for why regular exercise crucially belongs in schools: It not only provides physical health benefits to students but also enhances their cognitive functioning, leading to higher academic performance.

How does exercise improve learning? Engaging in physical activity increases blood flow and oxygenation in the brain, boosting neural connectivity and stimulating nerve cell growth in the hippocampus, the center of learning and memory. So exercise actually changes the structure of our brains, with a number of benefits: improved attention and memory, increased brain activity and cognitive function, and enhanced mood and ability to cope with stress.

Decades of research show that physically active children consistently outperform their inactive peers academically on both a short- and long-term basis.

Developing Social Skills

Longer breaks-such as recess or playtime-provide opportunities for children to learn important life skills. Research shows that when children play together, they learn how to take turns, resolve conflicts, and solve problems. They also learn how to manage their own emotions and behavior-fundamental skills for life. So dropping recess is a mistake, according to the American Academy of Pediatrics: Recess is a "crucial and necessary component of a child's development," and sacrificing it for more academics is counterproductive.

Unstructured playtime provides an opportunity for imaginary and creative play and allows children to practice divergent thinking. They benefit from the freedom to explore new ideas without fear of failure or the stress of grades, and regular exposure to new experiences can also increase their cognitive flexibility, preparing them for academic challenges.

Incorporating Breaks in Your Classroom

Several breaks throughout the day can help students stay focused:

While breaks can help reset student focus, a useful alternative-especially for older students-is to switch teaching strategies throughout a lesson: Try having students team up on a think-pair-share activity or work in groups, spend a few minutes reviewing concepts, or give a low-stakes practice test at the end of a lesson. These activities can help break up the monotony of a long lesson, and as a bonus, boost students' memory.

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Students are easily distracted, but regular, short breaks can help them focus, increase their productivity, and reduce their stress.

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Este texto irá dizer como o Aprendizado de livre escolha é uma poderosa ferramenta de engajamento para promover o aprendizado quando outros fatores, como notas ou frequência, não são tão motivadores. Clique na foto abaixo para acessar o texto.

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Este texto irá dizer como o Aprendizado de livre escolha é uma poderosa ferramenta de engajamento para promover o aprendizado quando outros fatores, como notas ou frequência, não são tão motivadores. Clique na foto abaixo para acessar o texto.

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Every year many people visit museums, parks, and historic sites while on vacation, and there are many reasons why: family traditions, capturing that perfect picture, or because their parents made them go. Among these people are some who hope to learn something.

That was true of me during a recent visit I made to a historic site. I stopped by the visitor center and asked the ranger on duty how I might best spend my few hours, and she told me I had several options: I could attend a ranger talk, download the free self-guided tour app, buy a guidebook, or wander and read any of the interpretive panels I came across. Whatever I chose, she said that I’d come away with the same information, so it was just a question of what I thought was best for me.

Free Choice Puts Learners in Control

What I experienced is known as free-choice learning, an educational approach used at museums, zoos, and national parks. Essentially, visitors encounter multiple curated invitations that take a wide variety of forms, leaving the choice up to them. No matter their choice, the information is the same even if the method varies.

The appeal of this approach is obvious. It provides the learners with choice, a powerful engagement tool for promoting learning when other factors like grades or attendance aren’t as motivating. It’s also self-scaffolding, a strategy that supports students who may be emerging bilinguals, those who have trouble reading complex texts, or those who prefer to learn as part of a group opportunity. Students choose the approach that works best for them. Learners who may prefer information to be presented in a specific way can all have what they want. One student might find animations of a volcano erupting more informative, while another might prefer detailed readings, but they both get what they prefer.

This same strategy can work inside your classroom if you follow a basic four-part structure.

1. Provide a common foundation. Before you allow learners to explore on their own, it’s important to ensure that they share a common understanding. Orienting them to foundational vocabulary or reviewing key concepts will help them make sense of what they find on their own or what you have prepared for them.

Start with a unifying experience—a short reading or an illustrative video. This will help introduce them to the topic, reinforce essential details, and help build vocabulary, and at the same time it will give you an opportunity to formatively check their understanding. What’s more, this is a good opportunity for skill development, such as reading comprehension or writing a summary before self-direction begins. Providing a framing question for them to keep in mind as they explore on their own helps guide the experience.

2. Curate invitations. Following your foundational activity, share your collection of learning invitations with students. Invitations can take many forms: a Google Doc, a simple website, or a collection of stations distributed throughout the classroom. Whatever form they take, remember the following:

Only include resources that are developmentally appropriate for the majority of your students—keep encyclopedia entries out of early readers’ hands. Instead, consider early reader books or Newsela articles where you can control the difficulty.

Include a variety of multimodal resources. Texts, videos, audio, manipulatives, and even peer discussion stations are all good possibilities.

Try to limit the scope of your invitations. You’ll want to provide some choice, but do so without overwhelming your students with too many options. What an appropriate number looks like depends on grade level, so use your own knowledge of your students when planning. It might take an attempt or two to dial it in, so starting with less is always advisable.

Make sure that your resources are accessible to a wide range of abilities and learning levels. This allows students who may struggle with specific learning invitations to eventually find ones that are more appropriate for them.

3. Give students an equal voice. As students begin to make their way through the collection of resources you’ve created for them, you may notice that some students are hungry for more. This is a great opportunity to empower them to find their own additions to your carefully curated collection.

This is good because it not only provides automatic extensions for high-performing learners but also helps you to refine and improve your plans for future classes. Students may find resources that are more appropriate for them or find things that you just missed due to time constraints. Allowing them to have a role in finding things that could benefit them or their peers is a great way of including aspects of personalized learning in your free-choice lessons.

You can encourage this by allowing them to search the internet or connect them with sites that do a good job of combining multimedia with academic content, like National Geographic Kids or PBS Kids.

4. Choose your goals with care. Free-choice learning can definitely be used in every grade level and every content area, but not all learning goals are appropriate for this kind of approach. If the standards that you’re focusing on aren’t open-ended or don’t lend themselves to an inquiry process, you may want to consider saving free-choice learning for a different unit or instructional sequence.

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4 Simple Steps to Providing Free-Choice Learning

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Teachers can put students in control of how they absorb information by giving them multiple options to achieve learning goals.