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Metodologias ativas de aprendizagem | guias

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Metodologias ativas de aprendizagem | guias

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Gamificação é o uso de mecânicas e dinâmicas de jogos para convocar e acionar, resolver problemas e melhorar a aprendizagem, motivando ações e comportamentos em ambientes fora do contexto de jogos.. See more stories about .

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A utilização de métodos centrados no professor ou de métodos centrados no aluno depende, de acordo com Richard Arends (2009), dos objetivos que se pretendem atingir. A seguinte tabela apresenta de forma resumida os principais métodos de acordo com este autor.

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As metodologias ativas, isto é, aquelas em que os alunos são agentes ativos no processo de aprendizagem, permitem que os alunos acedam e processem a informação, retenham e usem o conhecimento, as capacidades, atitudes e valores através de experiências e da interação com os outros num contexto sociocultural alargado.

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Revista da RBE sobre Metodologias ativas, em Flipboard que permanece em atualização.

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https://porvir.org/recuperar-ou-acelerar-a-aprendizagem-o-caminho-esta-na-aprendizagem-ativa/?utm_campaign=newsletter_-_201121_-_b2eapdzmsfthotarv_-_outros&utm_medium=email&utm_source=RD+Station

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Metodologias ativas | @rbe_pt | Flipboard

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As metodologias ativas consistem numa conceção educativa em que os alunos surgem como principais agentes da sua aprendizagem. Os professores deixam de transmitir conhecimentos e ideias e promovem o desenvolvimento das competências pelos alunos. Graças a estas metodologias, eles adquirem maior autonomia, desenvolvem a autoconfiança, encaram a aprendizagem com mais tranquilidade, capacitam-se para resolverem problemas, tornam-se profissionais mais qualificados e valorizados.

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Think-pair-share (pensar - formar pares -partilhar)

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Think-pair-share (pensar - formar pares -partilhar)

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Estratégia de promoção de aprendizagem colaborativa que visa incentivar a participação individual dos estudantes através da discussão em grupo e partilha de opiniões e ideias.

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Estamos cercados por desafios: grande, pequeno, local, global, curto e longo prazo. Alguns nós escolhemos, alguns escolhem-nos; Alguns nós olhamos para a frente, alguns que temem; alguns nos endereçam, alguns tentamos ignorar. Em última análise, como nós individualmente e comunalmente responder aos desafios irá determinar o nosso futuro. Como os problemas se tornam cada vez mais complexos e urgentes, a necessidade de desenvolver uma geração de aprendizes engajados para identificar desafios e desenvolver soluções inovadoras e sustentáveis é crucial.

Usando desafios para enquadrar experiências de aprendizagem originadas de uma exploração da televisão de realidade, conversas com pessoas que vivem no centro de desafios, e reflexão sobre experiências de aprendizagem pessoal dentro e fora da sala de aula. Quando confrontados com um desafio, grupos de sucesso e indivíduos aproveitam a experiência, aproveitar os recursos internos e externos, desenvolver um plano e avançar para encontrar a melhor solução. Ao longo do caminho, há experimentação, fracasso, sucesso e, finalmente, conseqüências para as ações. Ao adicionar desafios aos ambientes de aprendizado, o resultado é a urgência, a paixão e a posse - os ingredientes muitas vezes ausentes nas escolas.

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Challenge Based Learning Welcome - Take Action. Make a Difference.

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Estamos cercados por desafios: grande, pequeno, local, global, curto e longo prazo. Alguns nós escolhemos, alguns escolhem-nos; Alguns nós olhamos para a frente, alguns que temem; alguns nos endereçam, alguns tentamos ignorar. Em última análise, como nós individualmente e comunalmente responder aos desafios irá determinar o nosso futuro.

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O ensino híbrido é uma modalidade que alia os benefícios do ensino presencial com o ensino a distância.

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Educação e Ambientes Híbridos de Aprendizagem

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Why PBL is the Ideal Framework for Developing SEL Skills

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PBL leads to deeper understanding and greater retention of content knowledge

PBLWorks offers online and in-person Project Based Learning workshops and courses for educators seeking to give their students more. Whether you are new to Project Based Learning, advancing your practice, teaching in-person, or facilitating PBL curricula online, we have a path just for you. Pick your pathway and explore how to get started today...

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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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0:00 / 3:13•Watch full video

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What can schools learn from video games?

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Game-Based Learning Brings the History of Civilization to Life

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Station Rotation: Differentiating Instruction to Reach All Students

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Team-Based Learning in Arts and Sciences at Duke

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Planificação de atividades em ambientes de aprendizagem híbridos

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LabELO- Laboratório Multimédia de Estudos do Local

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Sala de aula invertida - Agrupamento de Escolas de Freixo

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Cenário de aprendizagem laboratório rotacional

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“Doing a Project” vs. Project Based Learning

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“Doing a Project” vs. Project Based Learning

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Sure, teachers have been assigning projects to students for years. But Project Based Learning is something completely different. So what exactly is the difference between Project Based Learning and "doing a project"?

We like to say it's the main course, not dessert!

Visit a traditional classroom, and you'll probably find that students have done "dessert" projects in at least one unit during the school year. From shoebox dioramas to hand-built models to poster presentations, students are often tasked with creating something related to the topic of the unit.

It's usually done at the end of a unit - after the main course of content is delivered via traditional lessons, lectures, worksheets, and readings.
Think you know the difference? Take the pop quiz!

Without the key ingredients of Project Based Learning, a project like this in and of itself is not enough to deliver deeper learning.

So what's the difference between a dessert and main course project?

In Project Based Learning, the project itself is used to teach rigorous academic content and success skills. Students work to answer an important question-such as "How can we impact hunger in our community?" By exploring the question over a couple weeks or longer, students become immersed in it, pursuing answers from various angles.

Through this process, they apply what they're learning in meaningful ways. Instruction is incorporated into the project, which is designed to meet appropriate academic goals and standards. The project work creates a genuine need for students to learn grade-level content and skills, while working collaboratively, thinking critically and engaging in reflection and revision.

Students see how their work has an impact in the real world.

At the end of the project, the students' work is shared publicly, beyond just classmates and teachers... Students in a STEM project might create a sustainable redesign for a public space and present it to the city council, rather than simply learning from a textbook and creating a poster for the classroom wall. Or in social studies, a student could explore historical and present-day community heroes, and present their findings in a public forum.

By making a "main course" out of Project Based Learning, students become deeply engaged in their work. They understand how what they learn in school applies to the real world. They develop the skills that will set them up for success in college, career, and life.

So do you know the difference?
Here's a little quiz!

Hungry for more? You might also like...

Get inspired with over 60 Gold Standard PBL project ideas.

Find projects

Here is a guide to lead you into the world of PBL one step at a time.

Learn more

What is Gold Standard PBL? Here's what you need to know...

More about us

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"Doing a Project" vs. Project Based Learning

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So what exactly is the difference between Project Based Learning and "doing a project"? We like to say: it's the main course, not dessert!

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Listen to this post as a podcast:

Think-pair-share has gotten a bad rap. In July of 2013, just as I was starting this blog, I read a snarky piece where the author slammed administrators' use of the strategy in faculty meetings. The piece got a lot of attention, lots of thumbs-up, but I felt kind of indignant.

Because I LOVE think-pair-share. It's as flexible and at-the-ready as a 16-year-old gymnast on Red Bull. It's the first strategy I explain to people who have no teacher training but have found themselves in a position to teach.

I do, however, think there's a right way and a wrong way to use it. So for the sake of celebrating think-pair-share, the Little Strategy That Could, and to share some best practices with this strategy, I made it the focus of my latest podcast. You can listen, read the transcript, or read the infographic that summarizes it all.

If you thought this was helpful, stick around.
Join my mailing list and never miss another post. You'll get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Celebrating Think-Pair-Share, the Little Strategy That Could, and sharing some best practices for making it work for you.

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by Terry Heick

Project-based learning isn't a 'trend' any more than mobile devices are a trend.

Mobile devices-smartphones, for example-simply provide a (physical) framework to host hardware (e.g., iris scanners, cameras, etc.) and software technology (e.g., an operating system, apps, etc.) These devices in and of themselves aren't as much of a 'trend' as are the things that they enable. Project-based learning is kind of like that.

As the name implies, project-based learning is simply learning through projects. What is being learned and how that learning is being measured isn't strictly dictated by the project and any products or artifacts within that project. Rather, the reverse should be true: the desired learning objectives should help dictate the products and artifacts within the project.

For example, instead of wanting students to plan a garden as the core of the project, then deciding which learning objectives and academic standards fit that idea, planning backward-looking first at the learning objectives and academic standards, then brainstorm project ideas and components of that project (audience, purpose, duration, etc.) This can be useful in making sure that in the course of completing the project, they are actually learning what you want them to learn. That is, you can help align the work of the project with the desired learning outcomes and objectives.

(To further complicate matters, there are also different types of project-based learning.)

For whatever reason, PBL is widely misunderstood-which is why I was happy to see the following graphic from John Spencer, who allowed us to share it with you along with our other PBL resources. The graphic clarifies 13 potential outcomes of well-designed project-based learning. Obviously, not all are true every time for every student in every project in the same way that not every app on a smartphone works well, nor does every bit of hardware function the way it's intended to.

It's all a matter of design and quality.

Interested in learning more about quality teaching project-based learning? You can contact us about bringing this learning framework to your school through our professional development for project-based learning.

For now, on to Spencer's outstanding graphic. For each potential outcome of PBL, I added a tip or strategy to help increase the chance that this potential is realized. Add any tips of your own in the comments below, and let us know what future PBL content you'd like to see that would help you as a teacher.
13 Brilliant Outcomes Of Project-Based Learning 1, They learn project management.
Strategy: Use a project management board-even one used primarily by adult professionals-to help students manage individual or team projects. Trello is a great example, as is Redbooth.
2. They grow more empathetic.
Strategy: Begin project-planning with a specific audience with a specific and pressing concern.
3. They become hackers and rebels.
Strategy: Let students design their own projects. Or require that projects iterate or counter existing cultural trends and patterns or that address compelling social concerns (e.g.technology addiction).
4. They become systems thinkers.
Strategy: Use concept-mapping before, during, and after the project is completed.
5. They become explorers.
Strategy: Design projects that require students to combine both a physical and digital presence and physical and digital 'behaviors' and contexts. For example, a social media component combined with a local, community-based outcome.
6. They become problem-solvers.
Strategy: Use problem-based PBL-that is, projects based around a problem that requires critical thinking to solve.
7. They become wildly and unabashedly different.
Strategy: Give 'points' or other encouragement mechanics to reward students who deviate in some way that improves the quality of the work. For example, add a 'free letter grade' increase for students who take risks or develop 'non-traditional' solutions to otherwise 'traditional' social problems and concerns.
8. They are more engaged in the learning process.
Strategy: Create checkpoints in the project's life-cycle-or better yet, have students suggest their own checkpoints, then be responsible for that checking in, what kind of feedback that would be useful and from whom, etc.
9. They are ready for the creative economy.
Strategy: Give students the opportunities to use their specific gifts, skills, and backgrounds in completing the project.
10. They engage in iterative thinking.
Strategy: Use model-based learning that allows students to identify and transfer existing ideas into new contexts and applications. For example, allow students to take an idea (Amazon's platform business model) and apply it to family businesses, recycling programs, or creative efforts like music and art.
11. They think divergently. (Thinking outside the box by thinking differently about the box.)
Strategy: See #3 and #7. Make 'deviation' a core tenet, then model and reward it.
12. They make deep connections between ideas.
Strategy: Use cross-curricula planning-projects that include multiple content areas. This complicates the planning, but it also makes it more immersive academically. And like #4, concept mapping is a useful way to help students see the relationships between ideas.
13. They learn to take creative risks.
Strategy: Help students brainstorm the opportunities for creative risk-taking at the beginning of a project. Sometimes they're not even aware of the kinds of risks that can be taken in PBL-from the scale of a project and its audience and purpose, to kinds of collaboration partners brought into the project and their talents and skills.

Also, give them a chance to change course if things aren't working out as they thought they might.
13 Brilliant Outcomes Of Project-Based Learning

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13 Brilliant Outcomes Of Project-Based Learning

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For each of the 13 potential outcomes of project-based learning, I added a tip to help increase the chance that this potential is realized.

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Estratégia de promoção de aprendizagem colaborativa com equipas estrategicamente formadas. Implica uma preparação prévia dos estudantes, a partir de materiais disponibilizados, avaliações individuais e em equipa através de discussão com os pares, seguida de discussão com o docente.

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Gamification - Utilização de elementos característicos de jogos em situação de não-jogo.
GBL - Utilização de jogos na aprendizagem.

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Metodologia de ensino que promove o processo de aprendizagem baseada em desafios. Começa com uma grande ideia e desenvolve-se com: uma questão essencial, um desafio, questões norteadoras, atividades, recursos, determinando e articulando a solução, tomar medidas para implementar a solução junto do público, e a avaliação dos resultados.

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Metodologia de ensino que promove o processo de aprendizagem baseado em questões/problemas/... reais ou realistas que requerem a participação ativa dos alunos na construção de soluções/produtos.