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Using Differentiated Instruction to Support All Learners

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They like to work in groups because they can learn more from everyone's abilities and abilities; know and talk better; they use more new technologies (computers, mobile phones and projectors), but mainly learn better among peers, using their own language. Sharing is important and stimulates creativity.

I usually work as a group in the class of revision of the subject, before a knowledge assessment sheet, in the resolution of exercises or in a game, using for example a Kahoot. Also when I give local history, assigning different tasks to reach important conclusions about the history of the region. Or in projects like Eco Schools.

A greater and more motivating learning. The exchange of knowledge, the formation of ideas, the learning that, independently of the function within the group, we must recognize the values ​​of each one. It is with the contribution of each one that we can overcome obstacles, overcome difficulties and achieve success. Increased creativity, involvement and a better work environment.

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Tablets Course | M3 Why students enjoy group work

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"Life did not avenge the planet through combat, but through the partnership of sharing and networking." - Fritjof Capra.

Collaborative work should be seen as an environment of interaction, where the roles of sender and receiver are not obvious, without such striking boundaries, bringing the student as a collaborative element for building their own knowledge.
Collaboration is seen as an instrument for
curricular development.
Collaborative work is essentially structured as a process articulated work, which allows the objectives to be better achieved based on enrichment, resulting from the dynamic interaction of the various knowledge and various collaborative cognitive processes.

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with Pascal Paulus

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Making your own “Bridge the Learning Scenario”

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Making your own “Bridge the Learning Scenario”

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Project - Youth Parliament for students of the 9th year, taking advantage of a history of the 9th year of schooling.
Goals: Educate for citizenship, stimulating a taste for civic and political participation; To make known to the Assembly of the Republic, the meaning of the parliamentary mandate, the rules of parliamentary debate and the decision-making process of the Parliament, as representative body of all Portuguese citizens; Promote democratic debate, respect for diversity of opinion and decision-making rules; Encourage reflection and debate on a theme; Provide the experience of participation in electoral processes; To stimulate the capacities of expression and argumentation in the defense of ideas, with respect for the values ​​of tolerance and the formation of the will of the majority; Emphasize the importance of its contribution to the resolution of issues that affect its present and future individual and collective, making its proposals heard by the organs of political power. Partnerships: Ministry of Education; Directorate-General for Consular Affairs and Portuguese Communities.
1st phase: School Debate on the theme "save the oceans" with guests. Organization of a special debate, with the participation of a Member of the Assembly of the Republic.
Activities inside and outside the classroom

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https://create.kahoot.it/k/96a22357-d9d0-4c96-922a-d8c22007240f

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Personalised learning & flexible learning spaces

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Personalised learning & flexible learning spaces

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The rooms in my school are not suited for flexible learning. If we want to do group work we join the tables but at the end we have to put them as they were, that is, in a row facing the table or projector where they find the teacher.

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with José Alberto Lencastre

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Cooperative and collaborative work can become very effective, allowing students to develop activities together, which leads them to acquire cooperative skills that can be used on a day-to-day basis, becoming freer citizens , responsible, cooperative and supportive. The students in the class form small, preferably heterogeneous groups, so that everyone learns the contents.
We must constantly modify the strategies / criteria to achieve effective learning. In addition to cooperative work, we also have to: expose the contents with the support of the active participation of the students, taking into account previous knowledge; use jokes that help break the monotony and promote interactivity, facilitating learning; use of ICTs, creating personalized online quizzes; brainstorming or brainstorming, is a teaching strategy that encourages the formation of new ideas. A highly motivated, multi-skilled and flexible teacher is needed.

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At the beginning of each school year the presentation of the students and the teacher is made. Through a small talk I try to know the interests and the tastes of the students that lie ahead. It is easier if these students had already been mine in previous years. Throughout the year, mutual knowledge is increasing both in activities that are taught within the classroom and in activities abroad. In the classroom and depending on the theme that is being given, I can always, through an initial conversation, know the previous ideas of my students on the subject. For example, in the 7th grade class with content about Ancient Greece, I took advantage of students' interest in computer games to bring it into the classroom. With this game I was able to arouse a greater interest in the study of this theme.
Assessment is an integral part of the teaching / learning process and today has gained a very broad space in teaching processes. It requires, more and more, a technical preparation and a great capacity of observation of the teaching professionals. In the evaluation of learning, we teachers should not allow the results of tests, usually quantitative, to be highly valued at the expense of daily observations, of a diagnostic and formative nature. The teacher, who works in an interactive dynamic, has a notion, throughout the year, of the participation and productivity of each student. In each class or activity, my students know that they are evaluated for their competencies, actions and participation. It is necessary to give the student the opportunity to learn from his mistakes and to demonstrate his way of learning. I also try to always understand what the student's greatest difficulties are in the subject being evaluated, since it may be necessary to change the teaching methodology so that the student can have a better understanding of the subject in question. The evaluation of learning should be a daily practice, that is, continuous, where the teacher is able to carefully evaluate all the students' evolutions, as well as the difficulties encountered.

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Content can be taught in different ways and using different materials.
The main objective is that the strategies used take into account the students' individual needs and promote their success.
I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups.
The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned.

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webinar with Marian Ancuta on 24 January 2019

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Avaliar competências: o exemplo da Boa Água

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Strategies to empower students in their formal & informal learning

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Strategies to empower students in their formal & informal learning

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In my 7th year history classes I implemented "History in Design". Students have once a week to work in groups within or outside the classroom, at their pace and need, developing a theme chosen by them at the beginning of the year. Given the time required to perform the work it is evaluated by the class and teacher. The work involves other teachers, staff and the parents themselves. Some of the contents of the history course go against the themes chosen by the students who later serve as examples, such as the Olympic Games in Ancient Greece.
Another idea is to make a workshop class, putting the students in pairs to build their own knowledge from a theme, for example the Renaissance. Students use manuals or the internet for research and in the next class present their conclusions.

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Linking non-formal/informal learning & formal learning

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Linking non-formal/informal learning & formal learning

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The best way to learn is to combine in a balanced way the three learning with activities, challenges and contextualized information.
Each student learns at their own pace and need and also learns from others anywhere, anytime, and with many different people.
But this has to be very timely because the curriculum we have for each discipline is very extensive. Unfortunately we are always running out of time and there is not much openness of the educational system to get out of the curriculum.
As for the students we have, over 100 students, with very different interests, inside classrooms, it becomes complicated to manage all learning. It would be necessary to create spaces so that they would, of their own free will, seek support for teachers, following their own interests.

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Formal mode - when I attended school until the 12th year, then the degree and masters in institutions of Higher Education.
Not formal - I love traveling and so I visited museums, monuments, spaces rich in culture. I know different realities and cultures that enrich me as a person and as a professional.

Informal - occurs spontaneously in everyday life through conversations and experiences with family, friends, colleagues and occasional interlocutors. Sometimes even with the students themselves, such as using the mobile phone to turn the projector on or off in the classroom.

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Erasmus Pluss ja Euroopa Solidaarsuskorpus

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My students, between the ages of 12 and 16, are not very divergent in their interests - mobile phones. Boys prefer online games and girls to use social networks. At the moment I am teaching 7 classes, about 140 students. Every year I have between 7 and 8 classes and in schools with different realities. It is impossible in this context to know the students. When we get to know each other better, the school year ends and we change schools. One of the ways to know them better is the stability of staying in school. Another is in out-of-school activities. Longer coexistence with a smaller group of students becomes more effective. I'm talking about study visits, for example.

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students' interests

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Hi, I'm Raquel from Portugal - Guimarães. I am a history teacher, of students between 12 and 15 years old. I am in this course because I like new technologies and I want to know innovative strategies to motivate my students.

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national trust for places of historic interest or natural beauty