Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness:...

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Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21 March 2009. It is no coincidence that quality teachers help to produce quality learners. This is especially valid during the formative middle years from Year 6 to 10. Effective teaching practices and teacher attitudes prevailing in classrooms in Years 6 to 10 need to be quite elastic to cater for the needs of each individual student. Teachers need to respond effectively to the various levels of ability, readiness and motivation of students. If they are to optimise differentiated learning, they need to understand and relate to their students in terms of their daily life experiences, dreams, interests and personal inquiries.

Transcript of Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness:...

Page 1: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

Homework 1Journal of University Teaching and Learning Practice

Wescombe-Down D

Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21 March 2009.

It is no coincidence that quality teachers help to produce quality learners. This is especially valid during the formative middle years from Year 6 to 10. Effective teaching practices and teacher attitudes prevailing in classrooms in Years 6 to 10 need to be quite elastic to cater for the needs of each individual student. Teachers need to respond effectively to the various levels of ability, readiness and motivation of students. If they are to optimise differentiated learning, they need to understand and relate to their students in terms of their daily life experiences, dreams, interests and personal inquiries.

Page 2: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

Homework 1

Research tells us that teachers account for about 30 per cent of the variance of student achievement. Teaching is the single most power influence on achievement, which is why we need to focus on teacher quality or 'pedagogical fitness'. Too many teachers favour content-based teaching practices, and one of the primary causes of behaviour management problems is that students disengage from the curriculum. Since pedagogical fitness is the cornerstone of teaching, the main focus ought to be on teacher quality, which is the core issue, in addition to a national curriculum, national assessment, and class sizes and the like.

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Homework 11. Identifique a idéia geral do texto.2. A que se referem as seguintes informações? a. March 2009 b. Years 6 to 10 c. 30 per cent3. O que implica o fato de haver professores bem qualificados?4. A que os professores do 6º ao 10º Ano do Ensino Fundamental precisam se atentar?5. A que está ligada a maior influência do ensino?

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Homework 16. Que práticas de ensino a maioria dos professores prefere?7. Qual é uma das principais causas de problemas comportamentais mencionada no texto?8. Qual é o pilar do ensino?9. Identifique cinco palavras cognatas.10. Identifique um falso cognato.

Page 5: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

CognatosA semelhança existente entre a língua portuguesa e a inglesa em termos de vocabulário deve-se, principalmente, ao fato de o português ser uma língua latina e de grande parte do vocabulário inglês provir do latim. Por essa razão, até os leitores que julgam nada saber sobre a língua inglesa conseguem reconhecer muitas palavras em textos nesse idioma.

Cognato = nascer com, junto

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CognatosA compreensão de um texto depende em grande parte do conhecimento que o leitor já possui e que se encontra armazenado em sua memória – ou seja, de seu conhecimento prévio. Esse conhecimento resulta da aprendizagem acumulada com base nas experiências vivenciadas pelo indivíduo ao longo do tempo e pode ser acessado para auxiliar na assimilação de informações novas. O conhecimento prévio é um recurso fundamental no processo de compreensão, pois possibilita a formulação de hipóteses e inferências pertinentes ao significado do texto.

Page 7: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

CognatosEducation

TheoryPrinciplesPedagogyLanguageInteractiveVocabulary

Strategy

Cause and effectContext

InterpretationEfficient

RecognizeCommunicative

InformationDistinguish

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CognatosThe human capacity to read is accurately explained and predicted by human eye physiology and psychology. The eye is capable of assimilating a certain amount of text using the vision span while fixating on the text. The sensory memory is able to hang onto the items in the vision span for a period of around 300 milliseconds.

Page 9: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

CognatosThe short-term memory can hold less material (around 4 items at a time), but for longer periods (around 30 seconds). These 4 or so items could be words, headings, or sentences, depending on the prior knowledge of the reader and the rate of reading within the well-defined limits of human vision span. Education Articles

Page 10: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

Cognatos1. Sublinhe as palavras cognatas.2. Qual o provável assunto do texto?3. Segundo o texto, o que explica a capacidade humana da leitura?

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Cognatos4. Ligue as informações:

a. 300 milliseconds b. Around 4 c. 30 seconds

- número de itens que a memória de curto prazo consegue armazenar.- tempo que a memória de curto prazo consegue armazenar informação.- tempo que a memória sensorial consegue ater-se à informações no campo visual.

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Cognatos5. Encontre no texto o equivalente em inglês das seguintes palavras:

períodos itens memória dependendolimites capacidade material explicadaassimilar visão sentenças fisiologiapsicologia humana capaz texto

Page 13: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

CognatosTrying to Find Solutions in Chaotic Middle Schools,The New York Times extract, Jan 3, 2007.Driven by newly documented slumps in learning, by crime rates and by high dropout rates in high school, educators across New York and the nation are struggling to rethink middle school and how best to teach adolescents at a transitional juncture of self-discovery and hormonal change.

Page 14: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

CognatosAnd middle schools across the five boroughs of New York City are experimenting with a grab bag of strategies, from adding special periods dedicated to organizational skills, to reducing the number of teachers that each student has. At the Brooklyn Secondary School for Collaborative Studies, which includes grades 6 through 12, school does not start until 9 a.m., because the principal, Alyce Barr, believes adolescents are by nature not morning people.

Page 15: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

CognatosCognatos = origens e significados comuns

Falsos cognatos = origens e significados diferentes

Heterossemânticos = origens comuns e significados diferentes

Page 16: Homework 1 Journal of University Teaching and Learning Practice Wescombe-Down D Pedagogical fitness: teacher quality. Professional Educator v.8 n.1 p.18-21.

Strategies for Reading ComprehensionT

each

ing

by P

rinci

ples

, B

row

n, 1

994.

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Atividade1. Com base apenas no título do texto da página anterior, qual é o assunto abordado?

2. O que você já leu sobre o assunto? Cite algumas das informações que você tem.

3. O texto apresenta algumas das informações que você listou na questão anterior?

4. Em qual item há a menção da estratégia sobre o conhecimento prévio – o conhecimento que você já possui e que se encontra armazenado em sua memória?

5. Retire do texto acima:a. Dez exemplos de palavras cognatas a vocábulos da língua portuguesa.b. Dois exemplos de palavras cujos significados você conseguiu inferir pelo contexto.c. Dois exemplos de palavras heterossemânticas.