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Distinção recebida na categoria International Cooperation
Candidaturas abertas até 24 de janeiro de 2023
Venceu na categoria "Serviço Digital" neste certame promovido pela Exame Informática
Serão atribuídos 12 mil euros aos 4 artigos científicos vencedores
Projeto venceu na categoria Administração Pública Central
La entrada Preséntame tu biblioteca: Biblioteca de ESADCYL y EPDCYL aparece primero en BiblogTecarios.
Berta Cuadrado Mayoral nos cuenta… Desde el año 2017 trabajo como responsable de una biblioteca con vocación artística pues presta sus servicios a la Escuela […] Leer más
La entrada Preséntame tu biblioteca: Biblioteca de ESADCYL y EPDCYL aparece primero en BiblogTecarios.
Estão abertas, até 17/12/2022, inscrições para a seguinte formação:
Formação no âmbito da CAPACITAÇÃO DIGITAL DAS ESCOLAS - cofinanciada pelo POCH
No seguimento do plano cofinanciado pelo POCH, o Centro de Formação EduFor dinamiza de janeiro a junho de 2023, a 6ª e 7ª fases da formação para a Capacitação Digital dos Docentes.
Até ao final do dia 05/12/2022, todos os docentes que efetuaram o inquérito Check-In, posicionados nos níveis 1, 2 ou 3, e que não realizaram formação nas fases anteriores, recebem um email a recordar o seu nível e com a indicação sobre as turmas para as quais estão abertas inscrições. As inscrições decorrem exclusivamente online, na nova plataforma de inscrições, acessível através do portal do EduFor em www.edufor.pt (ou clique aqui ---»).
Os docentes da educação pré-escolar devem inscrever-se na ação que lhes é destinada (não recebem o email acima referido porque o Check-In não foi aplicado ao grupo 100).
Recordamos que:
- no caso de existirem vagas, os docentes que realizaram o nível 1 ou 2 poderão frequentar posteriormente turmas do nível 2 ou 3, respetivamente.
- no caso de existirem vagas as inscrições estão abertas para professores de Agrupamentos de Escolas fora do âmbito do EduFor.
- de acordo com o Despacho n.º 2053/2021, de 24 de fevereiro, esta formação é considerada como efetuada na dimensão científico-pedagógica de todos os grupos de recrutamento.
- o website da DGE sobre a Capacitação Digital das Escolas tem o endereço https://digital.dge.mec.pt
Se tiver alguma dúvida sobre este programa de Capacitação Digital dos Docentes OU se não teve acesso ao email enviado acima (deve conferir o spam e todas as suas contas de email - foi usada a sua conta, indicada pela sua escola na altura do Check-In), deverá contactar o Embaixador Digital do EduFor para o email embaixador.digital@edufor.pt .
O CARTAZ deste conjunto de ações pode ser acedido aqui --»
Inscrições ---»
Os Crypto futures (futuros criptográficos) são negócios com um activo criptográfico subjacente, envolvidos num acordo de compra ou venda num dia exacto no futuro e a um preço pré-acordado fixado no acordo.
O post Visão geral da negociação de futuros na WhiteBIT aparece primeiro no Mundo de Livros.
La entrada La biblioteca pública como facilitadora de la e-Administración aparece primero en BiblogTecarios.
Uno de los principales objetivos de la administración electrónica o e-Administración es mejorar la productividad y simplificar los procesos. Pero, ¿qué ocurre con la ciudadanía que no dispone de competencias digitales y la administración ya ha iniciado este proceso?
La entrada La biblioteca pública como facilitadora de la e-Administración aparece primero en BiblogTecarios.
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La entrada Literatura Infantil en movimiento aparece primero en BiblogTecarios.
La biblioteca pública es un pilar fundamental para el aprendizaje constante y autónomo que posibilite el desarrollo personal y cultural de los ciudadanos y la […] Leer más
La entrada Literatura Infantil en movimiento aparece primero en BiblogTecarios.
El presente artículo tiene como objetivo primordial analizar las propiedades métricas de un instrumento para evaluar la competencia informacional autopercibida (CIA) por estudiantes universitarios y, adicionalmente, persigue exponer la relación de las variables latentes que integran la CIA a partir de un modelo de ecuaciones estructurales (SEM). La investigación se abordó desde una metodología de corte cuantitativo de diseño instrumental. La muestra total fue de 2 189 estudiantes universitarios de centros públicos y privados en el estado de Sonora, México. Los principales resultados del estudio indican que se cuenta con un instrumento pertinente y consistente. Las diversas pruebas y análisis estadísticos permitieron identificar y evaluar la idoneidad de las variables latentes y observadas que conforman el modelo propuesto.
No Brasil, a história dos casinos ainda é controversa, com breves períodos de legalização e muita discussão acerca do assunto. Se você está procurando aperfeiçoar suas habilidades ou simplesmente conhecer mais sobre os casinos, confira esses 5 livros clássicos que não podem ficar de fora da sua coleção!
O post Conheça os top 5 livros sobre casinos e jogos online aparece primeiro no Mundo de Livros.
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| Fotografia de Carla Tavares |
A nova agência de financiamento de ciência e tecnologia de Angola está a alargar as suas parcerias internacionais
Distinção recebida na categoria International Cooperation
Serão atribuídos 12 mil euros aos 4 artigos científicos vencedores
A reunião pretendeu reforçar os laços entre Portugal e a China e discutir ações conjuntas para o futuro
I get this question all the time in coaching and training sessions! First, let’s be clear about the definition of blended learning.
Blended learning is the combination of active, engaged learning online with active, engaged learning offline to provide students with more control over the time, place, pace, and path of their learning.
Tucker, C. (2022). The Complete Guide to Blended Learning. Solution Tree.
Next, let’s review the taxonomy of blended learning models, specifically the rotation models.
The rotation models work well in a physical classroom, on a hybrid/blended schedule, or in a remote learning situation (as long as offline learning activities are integrated into the student’s remote learning lessons). It’s that flexibility that makes these rotation models so attractive and versatile!
Now that I’ve defined blended learning and reviewed the spectrum of blended learning models, let’s shift to the question at hand.
I encourage teachers to consider three questions when deciding which blended learning model to use for a lesson or sequence of lessons.
These three questions are the best place to start when deciding which blended learning model to use. The answers to these questions clarify lesson objectives, take learner needs into consideration, and help teachers identify the best use of their time and energy in a lesson.
Let’s explore each rotation model and think about them through the lens of these three questions.
The station rotation model is composed of a series of stations, or learning activities, that students rotate through. This model has three types of stations: a) teacher-led, b) online, and c) offline. The teacher-led station makes it possible to differentiate instruction, modeling sessions, guided practice, and feedback to better meet the needs of small groups of learners. The online and offline stations allow students more control over the pace and path of their progress through learning activities. They may work individually or collaboratively at these stations, directing their learning and accessing peer support.
Desired Outcomes
Students practice and apply specific concepts and skills
Students communicate and collaborate effectively
Students work independently to navigate learning tasks
Students practice their self-regulation and social-emotional learning skills
Learner Needs
Students will benefit from differentiated instruction, models, and practice
Students will benefit from a small group dynamic where they can access peer support
Students need to practice their communication and collaboration skills
Teacher Time & Focus
Provide differentiated instruction
Lead interactive modeling sessions
Guide practice and application
Give feedback as students work
Facilitate small group discussions
The whole group rotation model rotates the entire class between online and offline learning activities. This is an updated version of the lab rotation model because increased access to devices in classrooms has made moving from a classroom to a computer lab unnecessary in most schools. The whole group rotation aims to bring a high level of intentionality to the decision about what happens online versus offline. The teacher can lead whole group mini-lessons, demonstrate a process, or model a strategy or skill for the whole class. The offline activities can be collaborative and generate productive noise without being distracting or problematic. The online portions of the lesson allow students more control over the pace and path of their learning and free the teacher to work with individuals or small groups of students.
Desired Outcomes
Introduce the class to a new concept, skill, process, or issue
Pique student interest, drive inquiry, or assess prior knowledge
Gather diagnostic or pre-assessment data to gauge student needs, skills, or abilities
Allow for personalized practice using online software or programs
Learner Needs
Students will benefit from engaging in conversation or learning activities with peers
Students need time to self-pace through practice online
Individual students will benefit from time with the teacher for re-teaching or additional scaffolds and support
Students need time to make progress on a piece of writing, performance task, or project
Teacher Time & Focus
Present information or model something for the whole group (little to no differentiation)
Pull individual or small groups of students for additional instruction and/or support
Observe students as they communicate and collaborate to provide feedback and informally assess speaking and listening skills
The flipped classroom model shifts the transfer of information online with video so that students can control the pace at which they consume and process new information. This frees the teacher from the front of the room and allows them to spend more time supporting students as they apply and practice in the classroom.
Desired Outcome
Allow students to self-pace through new information
Dedicate class time to practice and application where students can access teacher and peer support
Make information more accessible by posting it online where learners can pause, rewind, and rewatch; add closed captioning; slow down the speed of a video
Learner Needs
Students will benefit from controlling the pace at which they engage with new information
Students may benefit from repeat exposure to explanations, instruction, or models
Students will benefit from more time in class to practice and apply with the support of their teacher and peers
Teacher Time & Focus
Provide support, scaffolds, and feedback as students practice and apply
Pull individual or small groups of students who need significantly more support or customized explanations into a small live instruction session
The playlist model is a sequence of learning activities designed to move students toward a clear objective or outcome. Teachers can use the playlist model, also known as the individual rotation model, to teach a concept, strategy, skill, process, or walk students through the parts of a multistep performance task or project. This model is ideal for any learning sequence where students benefit from variable time on task.
Desired Outcomes
Students control the pace of their progress through a learning sequence
Students work independently to navigate learning tasks
Students practice their self-regulation and social-emotional learning skills
Students reflect on their progress
Learner Needs
Students will benefit from variable time on task
Students will benefit from differentiated learning paths
Students will benefit from one-on-one conferencing with their teacher
Teacher Time & Focus
Conference with individual students at key moments in the playlist to review formative assessment data, provide feedback, discuss their progress, and make adjustments to their individual playlists
Just like architects design different structures to meet various needs, teachers must design different types of lessons to meet specific objectives and student needs. This requires that educators develop confidence using a collection of instructional models.
For years educators have treated the whole-group, teacher-led model like a metaphorical swiss army knife, but it doesn’t work for every situation. One instructional model will not work for every set of learning objectives or desired outcomes. Instead, teachers need to cultivate a toolbelt full of flexible models they can choose from to meet the needs of their students, ensuring that all students progress toward firm standard-aligned learning goals.
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