Your bioeconomy learning scenario

Assessment is the final part of the learning process, although it is more suitable to understand it as a way to improve the whole process. Assessment is important, since it is the tool that teachers and students use to judge whether educational needs have been met. There are two main categories of assessment:

Summative assessment is outcome-focused, rather than process-focused. This type of assessment provides the means for finding out whether your project has reached its goals/objectives/outcomes.

Formative assessment is a technique that, according to the Carnegie Mellon University’s definition, aims to monitor student learning and to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning.

The balanced use of both the summative and the formative techniques allows a broader/holistic approach to the learning process, and enables one to improve at each stage. For example, the “Building a new environmental future” learning scenario, developed by BLOOM expert teachers, combines summative and formative evaluation by combining assessment of a presentation by the students and assessment by the teacher.

The difference between performance-oriented assessment and product-based assessment lies on a similar axis than the difference between summative and formative assessment. Performance-oriented assessment focuses on the ability of learners to demonstrate their own learning. Product-based assessment on the other hand, focuses on the outcome of the learning process. Both the “How poop will change the world” and the “Growing plastic & new life for plastic” learning scenarios use product-based assessment.

The above points aim to draw attention on how to create an assessment method in your classroom similar to that of assessment in video games. We invite you to consider implementing the above steps when it comes to assessing your students within the framework of your bioeconomy lesson or project. Watch the video below to find out more about the science behind gaming in education and learn a about the theoretical basis of game-based learning (GBL).

Assessment tools

Digital tools can help change assessment from something teachers do to students into something teachers and students collaboratively construct. Here are some examples of free tools that teachers can use in their classrooms to create digital learning portfolios with their students: Padlet, Evernote, Kidblog. It is also possible to use any other shared platform. The important part is to make it accessible for everyone to contribute.

Another innovative way of assessing students is peer assessment, a collaborative learning technique in which students assess their peers’ work and have their work assessed by peers. In the video below, John Spencer explains his idea about the 20-minute peer feedback system:

The “Bloom your school with biofuel and soap lab” learning scenario – among other methods – uses peer assessment: students are asked to create a short advertisement clip which then is assessed by their peers.

Kahoot, Socrative, Plickers and Quizizz all offer a platform that help create engaging assessment. Kahoot is used for assessment in the “Examining thermal properties of biobased building materials” learning scenario.

Rubrics are an attempt to create consistent evaluation criteria. They allow teachers and students to evaluate based on complex and objective criteria, and provide a framework for self-evaluation, reflection and peer review. With rubrics, it is possible to deliver a fair and accurate assessment, without actually having to “grade” students.

According to this article, rubrics have many benefits:
-Rubrics guide students and teachers to establish “quality”.
-By using rubrics regularly, students are able to judge their own work better.
-Rubrics reduce the time teachers spend evaluating their students’ work and make it easier for teachers to explain to students why they received the mark they did and what they can do to improve.

Learning App

Meeting words

Panel genial

The time zone convert

Some assessment tools

https://goo.gl/Ju3UiB

https://goo.gl/zTz1vU

https://goo.gl/djL5Xs

https://goo.gl/REaq5G

Final peer-to-peer activity

What to include in your review:

• Constructive criticism: When providing feedback to your peers, try to include helpful and specific suggestions. If you are unsure of how to do that, please read this article.
• Links to useful resources: If you know of any useful resources related to the topic of the work you are reviewing, please do not hesitate to include them in your review. By sharing useful resources, you will help your peers create better learning scenarios.
• Acknowledge the effort of your peers: Your peers have put a lot of effort into creating their learning scenarios, so try to do the same when you review their work. Read carefully each learning scenario, be fair during the evaluation and do not forget to include constructive comments and helpful resources.

What not to include in your review:

• One-word feedback: As already mentioned before, your peers will benefit most from detailed suggestions, therefore try to avoid one-word feedback, such as “Well done” or “Good”. Try to elaborate why something is good or if something needs improvement, give some recommendations to your peers.
• Unconstructive criticism: Here is an example of unconstructive criticism: “Good effort on the learning scenario but I don’t like it.” What do you mean by “don’t like it”? “Like” and “dislike” are subjective phrases. Try to stay away from general and focus on specific feedback. For example: “Good effort on the learning scenario but I noticed that there are some key elements missing, one of them is “assessment”. Assessment is an important part of a learning scenario and when planning it you should always consider what type of assessment you could include. Why not include a rubric as an assessment method? You can go to section 4.1. of this course and learn more about the types of assessment.”

We also created a tutorial video for you, where you can learn how to use the Rubric that is now embedded in the course platform. Please watch the video below before you start evaluating your peers:

1-BIOECONOMY KNOWLEDGE IN SCHOOLS
2-BIOECONOMY IN THE CLASSROOM
3-TEACHING WITH BIOECONOMY
4-ASSESSING LEARNING OUTCOMES

Fonte: MOOC Boosting Bioeconomy

O post Assessing learning outcomes aparece primeiro no Giselda Costa.

 1-Using bioeconomy to connect STEM with everyday life

Implementing bioeconomy in STEM lessons
All sciences – be it Mathematics, Biology, Technology, Engineering or Chemistry – have one thing in common. They all revolve around finding solutions to different problems. This is the key to introducing bioeconomy to STEM lessons. It is also important to spend enough time on hands-on experiments, as they are an excellent way of helping students to take ownership of their learning process. Even better if the lesson or project results in a final product that students can work towards.

As an advice, BLOOM expert teachers Nele Deckx and Costantina Cossu suggest the following:

Finding a real life connection to bioeconomy

While the connection between bioeconomy and real life is rather apparent, it can be important to emphasize the issue of climate change and possible solutions to students to catch their attention. This can be done easily for example by showing educational videos about bioeconomy. Here’s what the BLOOM expert teachers think:

Furthermore, it can be quite difficult to find existing research about bioeconomy. Apart from finding examples in this course (see the optional section in the first module), BLOOM expert teacher Miguel Angel Abril Lopez suggests the following:

Using bioeconomy to connect STEM with everyday life
In the next section, we will discover jobs related to the field of bioeconomy. What kind of bioeconomy-related jobs do you think your students could already be involved in when they finish their education?

2.Jobs of the future in the bioeconomy sector

In the previous section, you not only discovered solutions to guide you when you first implement bioeconomy in your classroom, we also asked you what bioeconomy-related jobs you think your students could already be involved in when they finish their education. In this section of the module, we will uncover some of these opportunities. First, let’s explore the landscape of the changing job sector.

Jobs in the bioeconomy sector
The arrival of the Fourth Industrial Revolution and the already present environmental challenges we discussed in Module 1 – while being nothing short of life altering for the entire population of the Earth – also open up new opportunities in the form of green jobs of the future. This collection by the National Geographic details some of them. Let us also discover the jobs of the future (and present) in the field of bioeconomy!

The bioeconomy sector currently employs 18 million people in the EU. This number is expected to grow, as the bioeconomy sector expands in the coming years. Many of your students can actually be future employees working in a bio-refinery!
People with careers in bioeconomy have skill sets that make them employable in high demand jobs. Some of the job titles in the bioeconomy sector are the following:

-Production Manager
-Quality Control Systems Manager
-Marketing Specialist
-Mechanical Engineer
-Laboratory Manager
-Research Scientist
-Process Engineer
-Environmental Health & Safety Specialist
-Chemical Engineer

One of the many benefits of the bioeconomy sector, when it comes to jobs, is that it develops regions and brings prosperity to local communities for example in the form of a bio-refinery being established in an otherwise deprived sregion. Watch the video below to see some examples of this from France, Germany or Hungary:

What can I do in my own classroom to help students build careers in bioeconomy?

In this article, Carolyn Cohen and Davis G. Patterson (2012) collected some general tips on how to encourage students to choose scientific careers:

1-Incorporate both formal and informal approaches: Constantly bring career awareness into your activities and do not keep it as a separate unit.
2-Help students see scientists as real people: Students may have difficulty imagining themselves as scientists because they cannot see that scientists have a normal life, just like them.
3-Connect the dots: It is not enough just to expose students to career information; the teacher also has to directly connect career information with whatever the students are learning at the time.
4-Embed reflection: To make sure that information sticks with students, embed reflection to drive a deeper understanding.

We have also collected some tips on how to encourage students to think about bioeconomy careers:

1-Here’s this career wheel, developed specifically for the bioenergy industry. As an interactive tool, it explores the growing network of bioenergy occupations, illustrates potential career pathways, and identifies the education and training necessary for each career.

2-Encourage open discussion and raise awareness. It can put your students at ease if they know that they can turn to you for advice. Simultaneously, by sharing information about bioeconomy, you are already doing a lot to open your students’ eyes to new opportunities.

3-You can of course organise a field trip to your local bio-refinery or bio-farm/market. This will help students see how these processes work in real life.

4-Encourage school-industry collaboration. Companies are keen to work together with schools and to find future workforce. In the next section, we will discover in detail how to invite company representatives to your school!

How does your region relate to bioeconomy?
Share an example of bioeconomy application in your country (research this if necessary). Does the region you teach in produce anything biobased? Share the results with us!

3-Encouraging school-industry collaboration

The previous section presented a number of possible bioeconomy careers. This section will guide teachers on how to explore regional and national bioeconomy industries and potentially connect schools with them.

Why?

School-industry collaboration has a two-fold benefit. First, it is increasingly important for teachers and schools to help pupils see what opportunities lie ahead for them. Secondly, as part of the corporate social responsibility (CSR), companies increasingly seek to reach out to schools to help foster necessary knowledge and skills in students.

How?

If you are thinking about inviting an industry representative of a regional or national bioeconomy-related company, let us see which simple steps you could follow!

In order to create a pleasant and educational experience for both the industry representative and you students, here are some tips to guide you:

1- Find and contact a visiting professional. For this, you can always use the PGBS tool.
2-Appoint a contact person. In most cases, this is a teacher, who keeps in contact with the visiting professional. Why not take on the role yourself?
3-Decide on the main objectives. In collaboration with the visiting professional agree on a simple set of objectives. These objectives can be related to:
I-Topic
II-Finding the link with the current curriculum
III-Agreeing on key messages and expected outcomes
4-Develop the agenda for the day.
5-Prepare the students. Once the visit is confirmed, the school needs to ensure that the participating pupils are well prepared in order to get the most out of their interaction with the visiting professional.
I-Connect or introduce the visit as a part of a lesson. Depending on the expertise of the visiting professional, you could embed the visit in your bioeconomy project.
II-Students’ interest for the professional should be cultivated. In collaboration with the visiting professional, use photos, videos, brochures, a small bio to get students excited about the upcoming visit.
III-Discuss the “code” for the event. Tell students what is expected of them in terms of behaviour and learning. You can read more here.
6-Obtain consent. It is important that both your students and the visiting professional consents to being photographed.
7-Start disseminating! The promotion of your event is very important, especially if the wider educational community is involved.
The above information was taken from the “Professionals Go Back to School Scheme”, developed under the Systemic and STEM Alliance projects. If you would like to find out what steps to follow during and after the event, check out this guide.

For the activity below, please use this template.
Encouraging school-industry collaboration
Share below a brief plan of an industry representative of the bioeconomy industry visiting your school! This could happen, for example, within the framework of a career day. Use the template shared above this Padlet to prepare your plan.

1-BIOECONOMY KNOWLEDGE IN SCHOOLS
2-BIOECONOMY IN THE CLASSROOM
3-TEACHING WITH BIOECONOMY
4-ASSESSING LEARNING OUTCOMES

From: MOOC teaching bioeconomy

O post Teaching with bioeconomy aparece primeiro no Giselda Costa.

2.1 Introdução à BLOOM School Box

BLOOM is an EU Coordination and Support Action implemented from 2017 to 2020. The project aims at raising awareness of bioeconomy. To achieve this, the BLOOM project brings together partners from across Europe to debate, communicate, and engage the public in an open dialogue on the potential of bioeconomy. Furthermore, the project strives to build and strengthen a community of bioeconomy, to reach a common understanding of the subject and importantly, to foster education and learning. An economy based on biomass has great potential to mitigate climate change and reduce our dependence on fossil fuels. Bioeconomy in the classroom can be an excellent source to raise students’ interest in STEM subjects. Among other aspects, we will aim to discover this in the following module.

Across Europe, five regional hubs (communities of practice who share a passion for an issue, which they learn about, based on regular interaction) are being established to foster public engagement in the bioeconomy and to create a space of exchange and debate. The hubs are focusing on different areas of bioeconomy important to the regions. They enlarge their regional networks with Civil Society Organisations and engage young European citizens, science communication networks, NGOs, media and – crucially – the general public, through a series of co-creation workshops and outreach activities. In addition to increasing engagement, the project recognizes the vital role played by education in training the workforce of the future and understanding and reaching today’s society. BLOOM is present in education via its School Network, involving 17 schools in ten different European countries, working on integrating bioeconomy in the diverse European school systems.
If you would like to find out more about the BLOOM project, watch the video below:

https://www.youtube.com/watch?time_continue=3&v=OtBcmxHqqLY

The BLOOM School Box – a collection of bioeconomy learning scenarios – was created as a driver for integrating bioeconomy in classes. Twenty expert teachers from Austria, Belgium, Croatia, Greece, Italy, Israel, Poland, Portugal, Spain and Sweden worked together for over a year to develop the BLOOM School Box. Then, they returned to their classrooms to test and improve these learning scenarios. The School Box covers a wide range of topics, from plastic pollution, through waste management to the thermal properties of bio-based building materials. In this module, we will dive deeper into understanding these resources.

Here you can access a summary of the BLOOM School Box!

2.2 Bioeconomy in STEM subjects

Physics may not be the first subject that comes to mind when thinking about bioeconomy. However, knowledge about the connection between Physics and bioeconomy is essential, especially when learning and teaching about energy saving, architecture, combustion (heat and gas), fossil fuels and their alternatives. In this section, we will discover one of the BLOOM learning scenarios that aims to involve students in examining the thermal properties of biobased building materials.

This learning scenario, developed by Nikolinka Fertala, Elzbieta Kawecka, Lucas Sylvester Glaz, and Bernhard Weikmann, BLOOM expert teachers form Austria and Poland, aims to connect bioeconomy to temperature and heat flow. The “Examining the thermal properties of bio-based building materials” learning scenario is divided into three lessons. The first lesson, Knowledge Café, aims to encourage students to provide a definition on bioeconomy. The second lesson, Experimental Laboratory, aims to introduce students to thermal insulation. Students undertake experiments to investigate the thermal insulation of biobased and non-biobased building materials. The third lesson, Mathematical Analysis in PC-Lab aims to teach students how to conduct empirical analysis using suitable mathematical techniques. Apart from a Physics class, the learning scenario can be implemented in Mathematics, Chemistry or Biology classes as well. The learning scenario is developed for students aged 16-19.

By the end of the lessons, students should have a practical knowledge of temperature and the flow of heat from areas of high temperature to areas of low temperature. They should be able to connect the modelled and real heat flow while using biobased building material.

In the above learning scenario, the BLOOM expert teachers suggest the use of a “Knowledge Café”, let’s see what this pedagogical method entails!

What is a Knowledge Café or World Café?

Knowledge Café or World Café is a method often used in education that involves participants discussing a topic in smaller circles, with one participant periodically rotating to the next circle, where they are introduced to the previous discussion, by the “table host”.

When using this method with students, it is important to encourage each of them to speak by creating a physical and mental space where they feel comfortable to share opinions. You can starts the lesson by sharing pre-defined questions to guide the discussion or just let the discussion enfold. Note that solutions and outcomes should not be predefined.

Watch the video below to find out more about what the teachers who developed this learning scenario experienced:

2.3 Explore bioeconomy in interdisciplinary classes

Most processes, ideas and things in the world cannot be explained through a singular approach. For example, many natural systems – such as the Earth’s climate – cannot be fully understood and investigated without an interdisciplinary approach, since there are so many subsystems that contribute to it, like the oceans, the atmosphere, solar radiation, land cover, carbon dioxide emission, etc.

An interdisciplinary approach relates to more than one category of knowledge. In education, interdisciplinary teaching refers to teaching across different subjects. It is based on incorporating knowledge and skills from more than one subject in order to enrich the overall educational experience.

Benefits of interdisciplinary teaching and learning

Interdisciplinary education allows students “to learn by making connections between ideas and concepts across different disciplinary boundaries” (Open Edu, 2015).

One of the main benefits of interdisciplinary learning is that students tend to have a better understanding of the connection between what they are learning and the real world. It can also enhance confidence in subjects that are deemed more difficult by students, especially because they are taught not as separate, but in tandem, therefore, different skills of students are made use of. These are just the first benefits, interdisciplinary classes also improve collaboration skills in students and carry a lot of professional development value for teachers and staff. What is more, it encourages students to –learn in a playful manner.

Interdisciplinary learning therefore:
-Helps students to think critically,
-Develops their lifelong learning and problem-solving skills
-Increases passion for learning and develops communication skills and creativity.

This learning scenario, developed by Costantina Cossu, Nele Deckx, Seppe Hermans and Caterina Mura, BLOOM expert teachers from Italy and Belgium, demonstrates how well can bioeconomy be taught via an interdisciplinary approach.

The “Growing plastic & new life for plastic” learning scenario, aimed at students aged 11-18, combines Biology, Technology, Engineering, Environmental Education, Chemistry and Statistics as its topics. The scenario tackles the issue of plastic pollution and aims to familiarize students with bioplastics. First, students analyse pictures about plastic pollution. Then, the class identifies a solution to plastic pollution: biopolymers. Students investigate bioplastics and their properties in the lab. During this activity, students acquire practical knowledge by creating plastic from potato starch and other foods. Then, students investigate the effect that adding a plasticiser has on the properties of the polymer that they make. Finally, the class creates a 3D model, using a 3D printer.
Let’s see below how this learning scenario provides engaging activities for all the above mentioned subjects:
Biology and Environmental Education: students study the effect of plastic pollution on the seas and oceans of the world.
Statistics: students investigate on a nearby beach. After learning about the different types of plastics, they search for plastic residue on the beach, identify the different categories and make a tally.
Chemistry: in the lab, students create bioplastics form food residues, potatoes and starch.
Technology and Engineering: the final step of the lesson is to give new life to plastic. The class first designs, then prints shapes from plastic, using the software Tinkercad and a 3D printer.

Watch the video below, in which the expert teachers share their experiences of implementing this learning scenario:

https://www.youtube.com/watch?time_continue=2&v=lGT–khBj_w

An interdisciplinary activity
Describe how you can empower students to use bioeconomy as a solution to the challenges faced by their community.

2.4 Bioeconomy in primary school

The share of pupils who graduate in the field of STEM is one of the lowest in the European Union, according to a study by the European Commission. Meanwhile, almost 89% of British STEM businesses struggle to recruit workforce, but expect job roles in the STEM sector to grow by half within the next ten years. According to the 2015 OECD PISA results, only 24.5% of students expect to pursue a STEM career.

Where do students lose interest in STEM? Studies have reported that early childhood education matters greatly when it comes to students enjoying STEM and later choosing STEM careers. This interest can be fuelled, for example, by practical exercises, experiments (Turner, 2011), but it also proved important for teachers to show confidence and enthusiasm when teaching science (Tytler et al., 2008). Another solution can be to bring topics in the classroom that are connected to real life, such as the topic of bioeconomy. What is more, the bioeconomy sector currently employs 18 million EU citizens and this number is expected to grow.

Bioeconomy can be implemented in a primary classroom as well without any difficulties. If you take a closer look, many aspects of teaching bioeconomy are very suitable for a primary classroom. Take for example the interdisciplinary approach we mentioned in the previous section. Many schools already encourage an interdisciplinary approach to science education at the primary level.

This learning scenario, developed by BLOOM expert teachers Ivan Kunac, Miguel A. Abril, Maite Valencia and Antonija Milić from Croatia and Spain aims to engage younger students in the topic of energy and ways we can produce energy. The lesson starts with a discussion about energy and about the production of energy in the future (including human waste and animal waste). In the second part of the lesson, students listen to a lecture about bioeconomy. After which they engage in an exercise: the creation of a brochure about fossil fuels, biomass and renewable energy sources. Then, they present their findings and their brochures. Finally, there is a quiz about energy and bioeconomy. While the “How poop will change the world” scenario is created for students aged 13-15, it can be implemented for younger students as well (10-12 years old). You can find information for the adaptation in the learning scenario itself.

Watch the video below to find out more about the implementation of this learning scenario:

You can find ready-to-take learning resources for primary classrooms here.

Bioeconomy and primary school!
What aspects of bioeconomy can you think of that can be interesting to work with on the primary level? How would you start?

2.5 Inquiry in the classroom with bioeconomy

Many teachers face obstacles when aiming to teach their students the method of scientific research. Many students feel that science or learning science is only for people with a further academic interest. Inquiry-based learning (IBL) is an excellent remedy to this, as it aims to teach student the scientific method while letting them be agents of their own learning. First, let us learn about IBL and then let’s move on to explore through one of the BLOOM learning scenarios how bioeconomy can be used to start implementing inquiry in your classroom.

What is inquiry-based learning (IBL)?

Inquiry-based learning (IBL) is an educational strategy through which students follow methods and practices similar to those of professional scientists in order to construct knowledge (Keselman, 2003). One of the benefits of using IBL is that the students are an active part of their own learning process: they must suggest an experimental activity to peers and design it. IBL is organised into different steps, in which teachers guide the students to think about an experimental idea, design the experiment and present the results to their peers.

Banchi and Bell (2008) defined the four levels of inquiry-based learning:
Confirmation inquiry: At this level, the teacher uses inquiry as confirmation for already acquired knowledge. For example, the teacher gives a lesson about a topic, then prepares an activity by posing questions, and guides students through it to an answer that is already known by them.
Structured inquiry: The teacher provides the scientific question and guidelines, or structure to the investigation. Students are required to explain their findings.

Guided inquiry: The teacher only provides the research question. Students are responsible for designing their own experiments and validating data at the end of the process.
Open or true inquiry: Students formulate their own research questions, design the experiment and present their findings.

There are several phases involved in an inquiry-based lesson or project, as Pedaste et al (2015) observed:
Phase 1: Orientation. This can take the form of a class discussion, where students become aware of the main idea at hand.
Phase 2: Conceptualisation. This phase involves student asking questions and formulating hypotheses.
Phase 3: Investigation. This is where students explore, experiment and interpret data. This can happen in a cyclical fashion. First, they collect data, then they analyse it, after which they may go back to exploring, based on findings. They continue this until they enter the next phase.
Phase 4: Conclusion.

You can also see the above steps in this learning scenario, developed by Marta Azevedo, José Fradique, Stella Magid Podolsky and Veronika Pelehov, BLOOM expert teachers of Israel and Portugal. The “Building a new environmental Future” learning scenario involves Biology, Chemistry, Biochemistry, Geology and Natural Science as its subjects. It is also adaptable for both primary and secondary classes: younger students (13 -15 years old) and older students (15 -17 years old) can similarly benefit. The scenario is divided into three parts. The first part introduces bioeconomy. After watching a short clip about bioeconomy, students receive different objects that they have to categorize according to them being biobased or non-biobased. This involves the orientation and conceptualization phases of the inquiry lesson. The second part involves finding ways to use different energy sources with minimal waste. For older students, this part can also include a visit to a local industry. This is the investigation phase of the inquiry lesson. The third part for younger students involves planning an exhibition or science fair; for older students: planning a science project, together with local stakeholders. This is the conclusion phase of the inquiry learning process.
Watch the video below for more details on the implementation of this learning scenario:

https://www.youtube.com/watch?time_continue=3&v=OtBcmxHqqLY

Inquiry in your classroom?
Reflect on your own classroom and share how you could adapt the presented approach to your own context!

2.6 Bioeconomy and project-based learning

Project-based learning (PBL) is an excellent method to encourage students to take ownership of their learning process. It is always good to try PBL out when implementing a brand new topic, such as bioeconomy, as it will allow students to immerse themselves in the topic and develop their research skills. First, we will look into what PBL is, then focus on one of the BLOOM learning scenarios that introduces bioeconomy to students through a project.

Project-based learning (PBL) involves shifting the focus from traditional education, where students are passive receivers of information and the teacher is the (only) source of knowledge. Project-based learning simply means learning through projects. It involves learner-centred decision-making: students are able to plan their own project, instead of following a set of instructions. PBL can and should be based on student inquiry. Note, that PBL can be implemented with many different pedagogical methods, such as inquiry-based learning (IBL). Ideally, it also includes peer and self-assessment, rather than only relying on teacher assessment. Finally, the ownership of the project ultimately belongs to the student, as opposed to the teacher, whose role is that of a moderator.

The Buck Institute for Education identifies the following seven steps of PBL:
Challenging problem or question. The project has to start with something that is considered truly engaging for students.

Sustained inquiry. Students are continuously involved in asking questions, finding answers and researching.

Authenticity. It’s advisable to choose a topic that students feel close to, but also to take their chosen project seriously. For example, having an exhibition for the school’s community at the end of the project, as something to work towards.

Student voice and choice. Students need to be able to guide their own project.

Reflection. Apart from the final assessment, it is advisable to have reflection activities along the way.
Critique and revision. Students have to receive and give peer critique and revise constantly.

Public product. At the end of the project, students should have an end-product they can exhibit.

This learning scenario, developed by Preeti Gahlawat, Kiki Liadaki, Efi Papageorgiou, Eirini Siotou, BLOOM expert teachers form Sweden and Greece, is an excellent example on how to introduce bioeconomy as a project in the classroom. The “Bloom your school with your biofuel and a soap lab” scenario was developed for 13-16 year old students.

This learning scenario aims at an overarching understanding of bioeconomy by connecting everyday life examples to the topic at hand, then developing further into an entire project. First, learners create a poster on bio-based products they found in the market. Then, they are involved in experimental laboratory work. Students conduct three experiments, collect data and make conclusions according to the instructions given in three worksheets:

1st Experiment: Making your Biodiesel
2nd Experiment: Testing your Biodiesel
3rd Experiment: Making your Soap
Finally, students produce a 1-minute-long creative advertisement. Can you spot all seven gold standards for a project-based lesson?

In the video below, you can watch the BLOOM expert teachers share their experiences when implementing this learning scenario:

Bioeconomy and project-based learning
Anticipate challenges of implementing a bioeconomy lesson as a project-based one! Share your thoughts with your peers here.

1-BIOECONOMY KNOWLEDGE IN SCHOOLS
2-BIOECONOMY IN THE CLASSROOM
3-TEACHING WITH BIOECONOMY
4-ASSESSING LEARNING OUTCOMES

Fonte: MOOC:Boosting Bioeconomy Knowledge in Schools

O post Bioeconomy in the classroom aparece primeiro no Giselda Costa.

1.1 What is bioeconomy?

Bioeconomy is a relatively new field, expanding over a broad range of sectors, such as agriculture, the agrifood industry, fishery, forestry, chemistry, and energy. Before we go deeper into understanding all its branches, it is advisable to look at current definitions of bioeconomy.

“A bioeconomy can be defined as an economy where the basic building blocks for materials, chemicals and energy are derived from renewable biological resources.” (McKinsey, 2013)

The European Commission (EC) first defined its Bioeconomy Strategy in 2012, then updated it in 2018. According to the updated strategy, the two main goals are: sustainability and circular economy. The EC defines bioeconomy as follows:

“The bioeconomy covers all sectors and systems that rely on biological resources (animals, plants, micro-organisms and derived biomass, including organic waste), their functions and principles. It includes and interlinks: land and marine ecosystems and the services they provide; all primary production sectors that use and produce biological resources (agriculture, forestry, fisheries and aquaculture); and all economic and industrial sectors that use biological resources and processes to produce food, feed, biobased products, energy and services. To be successful, the European bioeconomy needs to have sustainability and circularity at its heart. This will drive the renewal of our industries, the modernisation of our primary production systems, the protection of the environment and will enhance biodiversity.” (The Bioeconomy Strategy, European Commission 2018)

To better display these aims, the EC created this infographic below:

Bioeconomy is an alternative to fossil-based production processes. The biobased economy mainly focuses on replacing the use of fossil fuels in combustion and for production of materials with renewable biomass. For this, it is necessary to enhance the volumes of biomass. This means breeding more plants and new varieties of plants, even on wastelands. These breeds should have higher yields (e.g. grasses) and should not compete with food. The aim is also to have better collection and conversion processes: to use all components effectively and optimally. This can for example mean extracting pulp from sugar beets in a more efficient way and using all residue for different aims.
If you are curious about further definitions of bioeconomy, you can read more here.

In the animation below, you can find out more about bioeconomy. Make sure you click the “Subtitles” button to get subtitles in all EU languages:

See VIDEO  HERE

https://www.youtube.com/watch?time_continue=3&v=2xvXkOMRTs4

Video 2

Video 3

Video 4

Video 5

What is bioeconomy?
Find everyday objects that could be replaced with biobased ones and post a picture of them.

1.2 Bioeconomy in our day-to-day lives

While at first glance, the actualization of bioeconomy might seem like something in the far future, or something that does not depend on us, it is important to understand that it is here and it is happening. As you have probably discovered in the previous section, many everyday products around us can be made from biobased materials and many harmful industrial processes can be substituted with sustainable and environmentally friendly industrial processes. Here are a few examples:

Children’s toys can be made of bamboo and wood. Did you know that bamboo grows quickly and can be harvested annually without decay of the soil? Bamboo can grow on land that is not suitable for agriculture or forestry, therefore making it an ideal candidate for a substitute for plastic. What is more, if children lose their bamboo toys on the beach, they will biodegrade in a shorter time than plastic, while causing less harm to the environment! (World Bamboo Resources, 2005)

Leather armchairs are usually tinted with heavy metal salts. This can be exchanged for olive leaves! The leaves of the olive tree contain secondary compounds which the plants use as a pest defence. This forms the basis for a biodegradable tanning agent. This method protects the environment and makes the leather friendly to sensitive skin. Tonnes of olive leaves fall every year at harvest time in the Mediterranean, usually burned as green waste. Now, there is a newly found use for them!

Tables can be created from residues of coffee! The European Coffee Federation has found that Europeans consume 2.5 million tonnes of coffee per year. And while coffee is a luxury product and has a high value, we only use very little of the substance. Why not take the residue and create something truly useful, such as a table?

Cosmetic products, such as face creams can be made using the power of yeast cells to form a protective layer on our skin. Yeast extracts help in healing wounds. Researchers also observed that, as a response to stress factors such as ultraviolet light or heat, yeast cells start to produce a set of protective molecules. Some of these natural agents have skin-firming properties, making them interesting to use as components in face and body creams.

Bricks can be manufactured by bacteria! Annually 800 million tonnes of CO2 is released in the atmosphere because of the production of bricks. Now there is a process to get bacteria to “grow” durable cement! First, sand is packed into rectangular moulds, then the bacteria wrap themselves around the grains of sand. Calcium carbonate crystals begin to form and grow until the bricks are ready to be used. Why not live in a house grown by bacteria?

What are biobased products?
Biobased products, as defined by the European Commission, are products “wholly or partly derived from materials of biological origin”, excepting food and feed. Usually, enzymes are used to create chemical building blocks, detergents, pulp and paper, textiles, etc. “By using fermentation and bio-catalysis instead of traditional chemical synthesis, higher process efficiency can be obtained, resulting in a decrease in energy and water consumption, and a reduction of toxic waste.” This process also helps reduce CO2 emission, as the raw materials are plants (European Commission about biobased products).

Most of the above information has been taken from this collection, created by BioStep. If you are curious, read the document and watch the video below to find out about more about everyday biobased products and where to find them:

You can find another collection of 57 biobased products here and some advice as to how to recognise them here.

1.3 Biobased products and education

Biobased products have the power to change even the way we teach! Here are some examples that could be implemented today, in your school as well:
Enzymes are good for many things, among these are creating more durable school uniforms! As the enzymes are added during the textile bleaching and dying process, the whole industrial process saves water and energy.
Laundry detergents also use enzymes. The use of enzymes in the washing and cleaning process means that less energy is required to achieve the same result. Why not create an environmentally friendly laundry detergent with your students? You only need four simple ingredients and the classroom activity is ready! Try this activity with your class and tell us your and your students’ experiences.
The main reason why raising awareness about biobased products and processes is important, is that your students will also grow up to be or already are consumers. And, when it comes to deciding which product they use, it is important to make well-informed and environmentally sustainable choices. As your students are the workforce of the future, knowing about opportunities in the field of bioeconomy is vital. Regions, companies and educational institutes are all searching for motivated and skilled youth to work in the bioeconomy sector. We deal with the connection to the job sector in detail in the third module of this course.

Bioeconomy in our day-to-day lives
Doing the laundry with the help of enzymes. Did you try creating your own laundry detergent with your students? What were your experiences? If you did not have time to implement this activity with your students, can you think of another bioeconomy related activity that could be tried out in the classroom?

1.4 The branches of bioeconomy

The bioeconomy value chain involves many stops along the way, but it starts with biomass. As plants grow, they photosynthesize, converting solar energy, CO2, and water into biomass, for example in the form of sugars. The resulting biomass can have many different shapes and sizes: trees and plants (including vegetables and fruits), but also microalgae and seaweed.

The biomass is harvested and separated into different products, such as oils, sugars, flour and starch in the biorefinery. The rest will be used as fertilizer. In the food factory, the oils, sugars, flour and starches are made into food (for humans) and feed (for animals).
Waste from human food consumption is processed into biodiesel and other energy sources. Animal waste (manure) is processed into fertilizer for the agricultural industry.

In the animal-based biorefinery, animal-based sources are produced for food, such as milk, meat and leather. In the non-food factory, biomass is converted into different components: for example, building blocks for green chemicals, materials, fuels and energy.

In the end-product factories, biobased products are produced. Can you remember any of them?
Many products, such as chemicals, plastics, paper and textiles are recycled. All product streams not suitable to be recycled are burned to supply us with heat and electricity.

Two additional productions streams are thermal conversion factories and mechanical wood processing. Thermal conversion factories process biomass to provide input for the non-food factories. Here they produce heat, electricity and synthetic natural gas, for example. Mechanical wood processing produces timber and other massive wood products, used in construction.

If you would like to discover more about the process, check out this online presentation that will also help you visually imagine the bioeconomy value chain:

In the end-product factories, biobased products are produced. Can you remember any of them?

What is the circular economy?

The aim of the circular economy is to close material loops. This results in minimising waste and gaining as much out of all resources as possible. The European Commission’s Circular Economy Policy Package “aims to close material loops through the recycling and reuse of products, effectively reducing virgin raw material use and associated environmental pressures” (European Environmental Agency).

As you can see from the previous section, the value chain of bioeconomy aims to have as little waste after each production process, as possible. While bioeconomy and the circular economy are not the same, they are conceptually connected. The circular economy aims to achieve the narrowing and closing of material loops by creating long-lasting products and repairing, reusing, refurbishing and recycling them. This is in contrast with a linear economy, in which production is based on a more “take, make, dispose” approach. The bio-based economy can support and uptake aspects of the circular economy. This is visible for example in its goal to use biomass as efficiently as possible.

The circular economy aims to “close the circle” of production and to maximise the efficiency of material flows. Bioeconomy uses biological resources. Both can help to mitigate climate change. Here’s a factsheet developed by the BLOOM project, summarising useful information about all the above:

HERE.pdf

The branches of bioeconomy
Do you know which branches of bioeconomy the country where you teach is involved in?

1.5 Societal implications of bioeconomy

You may have been wondering why the ongoing implementation of bioeconomy is important.
Climate change is one of the main reasons why bioeconomy receives attention. The biobased economy is able to mitigate climate change with multiple techniques, from re-using waste to creating bio-based building materials. It aims to maximise the efficiency of material processes, especially that of the carbon usage. Below you can read about the biggest environmental challenges and what bioeconomy may offer as a solution to them.

According to this article, Greenpeace found that nearly a fifth of the EU’s budget – 27.5 billion EUR – goes to supporting livestock, while livestock is one of the biggest contributors to CO2 emission. Additionally, it is becoming more and more evident that the world’s existing cropland could feed an extra 3 billion people, if it was used more efficiently (Guardian, 2014). Bioeconomy aims for balance between plant and animal farming. To grow biomass, manure is needed, therefore both usages of croplands are important.

Only in the UK, people buy 38 million clothing items each week, while 11 million of them go to landfill (Guardian, 2019). The fast fashion industry is one of the biggest polluters in the world. Currently only 1% of textiles is recycled. It is one of the challenges of bioeconomy to process textile better.
By 2050, there will be more plastics in the ocean, than fish (The Independent, 2016). If interested, you can find more information about plastic pollution in this article. Bioeconomy offers different bio-based solutions to replace plastic.

In this animation, created by Mona Chalabi, you can watch how the most endangered species fit in a subway car.
You may be asking now: what can I do? It is of course important for individuals to act and take a stand, even to consciously change their lifestyle. It is vital for teachers around the globe to raise awareness among students about these issues. But bioeconomy can bring about a universal, systematic change. Let’s see how.

Apart from a positive climate impact, the social impact of bioeconomy is similarly far-reaching. If successfully implemented, bioeconomy will create new markets, green the existing economy, create new jobs and have an impact on GDP/GNI. It will lower food prices and increase food security. Furthermore, it will contribute to a better state of health. In this report, BioStep collected possible indicators of societal changes brought about by bioeconomy. Read on for a more detailed overview!

Societal implications of bioeconomy
What do you think of the argument about individual versus universal responsibility regarding climate change? Do you think that people should change their lifestyles or that governments and big businesses should react to climate change with policy implementations?

1-BIOECONOMY KNOWLEDGE IN SCHOOLS
2-BIOECONOMY IN THE CLASSROOM
3-TEACHING WITH BIOECONOMY
4-ASSESSING LEARNING OUTCOMES

Fonte:  MOOC: Boosting Bioeconomy Knowledge in Schools

2.7 The learning scenario, part I
In the previous module, you became familiar with the BLOOM learning scenario template. This learning scenario has eight sections. These are:
Title
Author
Summary
License
Aim of the lesson
Trends
Activities
Assessment
During each module, you will be filling in some sections of this learning scenario. The objective of this weekly activity is that at the end of the course you are able to share with your peers a final and complete learning scenario to be reviewed by other teachers.
For this module, you only need to complete the first five sections: title, author, the table of summary, license and the aim of the lesson.
Once you have completed these first sections, save the document and keep on working on it during the following modules. Good luck!

O post Bioeconomy Knowledge in Schools aparece primeiro no Giselda Costa.

Fast English for Beginner : Free English Lessons Online

There are many reasons why Fast English Online is so appealing. Fast English online takes away the geographical restrictions. You can access any English learning market in the world, which gives you more leverage to charge what you feel you deserve. And of course, moving online allows you to learn from home or from anywhere. I focus on helping teachers and students to be independently.

Engage your learners with this online training English course!

As soon as you submit the activities, you will know the correct answer and answer key.

Start the course 

EVERYDAY ENGLISH I

1-How to say hello & goodbye
2-How to say numbers 1 – 10
3-How to say numbers 11 – 20
4-How to spell words
5-How to say countries & nationalities
6-How to say numbers 21 – 100
7-How to give personal information

EVERYDAY ENGLISH II

1- How to order food & drink
2- How to talk about your hobbies
3- How to describe things
4- How to talk about family
5- How to say what you can & can’t do
6- How to tell the time
7- How to say days & dates

GRAMMAR 1

1- A, an & the
2- Am is are
3- Am i.. is it.. are you
4- Am not isn’t aren’t
5- My your his her
6- Singular & plural nouns

GRAMMAR 2

1-Is there… are there
2-Present simple (negative)
3-Present simple (questions)
4-Present simple + I you we they
5-There is there are
6-What… where… who

GRAMMAR 3

1-Adverbs of frequency
2-Possessive’s
3-Present simple (negative)
4-Present simple (positive)
5-Present simple (questions)
6-This, that, these, those

PICTURE VOCABULARY 1

1- Ball sports
2- Clothes
3- In the house
4- Parts of the body
5- Technology
6- The human head

PICTURE VOCABULARY 2

1-Bathroom
2-Eating & cooking
3-Food
4-Fruits
5-Personal items
6-Vegetables

PICTURE VOCABULARY 3

1-Appliances
2-Musical instruments
3-Other sports
4-Pets
5-Shapes
6-The weather

PICTURE VOCBULARY 4

1-Action verbs1
2-Action verbs2
3-Action verbs3
4-Garden
5-Jobs
6-Transport

Other vocabularies with audios of the English course online “ESOL Courses”:

1-Classroom words

Link 1      Link 2
2-Classroom tasks
Link 1       Link 2

3-Numbers 1- 12
Link 1       Link 2

4-Health and safety
Link 1 

5-Polite English expressions
Link 1          Link 2

6-Telling the time
Link 1        Link 2

7-Weather
Link 1       Link 2

8-Daily routines
Link 1        Link 2

9-Transport
Link 1       Link 2

10-Christmas
Link 1        Link 2

11-New year
Link 1        Link 2

12-Colours
Link 1       Link 2

13-Colours and shapes
Link 1       Link 2

14-Days of the week
Link 1        Link 2

15-Hobbies
Link 1

16-Months of year
Link 1        Link 2

17-Number 1-10
Link 1        Link 2

18-Number 13 – 24
Link 1         Link 2

19-Ordinal numbers 1 to 12
Link 1         Link 2

20-Months & seasons
Link 1         Link 2

21-Colours & Shapes
Link 1        Link 2

22-Seasons & winter
Link 1        Link 2

23-Valentines’day
Link 1        Link 2

24-Making pancakes
Link 1        Link 2

Outros cursos online

Esolcourse
BBC-UK

Dicionários online 

Word Reference
Visual dictionary
The free dictionary

Listening

Improve your listening ( Exercises)

Improve your listening with podcast

Improve your listening with podcast

Improve your listening with video I

Improve your listening with video II

Curso de Inglês Instrumental- IFPI

O post Fast English for Beginner aparece primeiro no Giselda Costa.

Como fazer um cenário de atividade?

O cenário de aprendizagem é dividido nas seguintes seções:
1-Título
2-Nome do (s) autor (es)
3-Seção para definir a licença do seu trabalho *
4-Sujeito
5-Tópico
6-Seção para definir como a lição se encaixará no currículo
7-Objetivo da lição
8-Tendências
9-Materiais de ensino e ferramentas
10-Habilidades do século 21
11-atividades
12-Avaliação
13-Licenças

Veja  AQUI um exemplo de layout.

O European Union Matters é um cenário de aprendizagem criado por Rafael Climent que explica a União Europeia aos alunos e aproxima-o do seu dia-a-dia. É um ótimo exemplo de aprendizado centrado no aluno, colaborativo e baseado em nuvem.

Se o seu cenário de aprendizado  atende a todos os critérios e se você deseja compartilhá-lo com outros professores, você terá a chance de publicá-lo no repositório do FCL (Laboratório da Sala de Aula do Futuro) !

A avaliação pode ser realizada com diferentes ferramentas, incluindo as digitais, como Kahoot , Socrative , Plickers ou Quizziz , que oferecem uma plataforma para dar feedback valioso aos participantes.

Outra forma inovadora de avaliar os alunos é a avaliação por pares, uma técnica de aprendizagem colaborativa em que os alunos avaliam o trabalho dos colegas e é avaliado pelos colegas. As ferramentas digitais podem ajudar a mudar a avaliação de forma colaborativa. Aqui estão alguns exemplos de ferramentas gratuitas que os professores podem usar em suas salas de aula para criar portfólios de aprendizado digital com seus alunos: Padlet , Evernote , Kidblog . Mas pode ser qualquer outra tecnologia que tenha uma plataforma compartilhada, tornando-a acessível para que todos possam contribuir.

Você  também pode trabalhar com a técnica da pirâmide discursiva.

Depois o  grupo pode criar  uma apresentação sobre seu trabalho no Emaze e apresenta seu trabalho em sala de aula. Você pode usar o Tricider para compartilhar o folheto de cada grupo para ser comentado, e o feedback do aluno pode ser obtido usando Mentimeter  podem ser usados ​​para avaliar o conhecimento após cada apresentação.

Fazer artes com amigos
Online Assessment Awareness
Edulastic
QuizAlize
Quiz Hub

Quizizz

Realidade Aumentada – exemplo de atividade com tecnologias

Apresentar  sons de pássaros, um tópico interessante para seus alunos.  Durante esta lição, os alunos aprendem sobre diferentes espécies de pássaros, e também sobre como podem ser protegidos da extinção. Eles também aprendem como criar um pôster com realidade aumentada (AR). Usando o software LAYAR ou ROAR , é possível imprimir imagens habilitadas para AR.

O professor começa a aula com uma demonstração de realidade aumentada. Por exemplo, os alunos podem ser solicitados a desenhar um pássaro, que pode então ser animado usando o Quiver Vision . Os alunos então fazem pesquisas sobre o conjunto de cantos de pássaros e encontram fotos e informações sobre eles. As fotos são então combinadas com os sons dos pássaros e preparadas para AR. Os cartazes acabados podem então ser avaliados através de votos de pares, usando Kahoot .

Para ter uma idéia de como pode ser a saída desse cenário, você pode conferir o aplicativo Birdie Memory , desenvolvido pelos parceiros da Europeana.

O Europeana Collections é a biblioteca digital, museu, galeria e arquivo da Europa que fornece acesso on-line a um vasto acervo de material do patrimônio cultural de toda a Europa. Através desta plataforma multilíngue, indivíduos e profissionais podem descobrir, pesquisar, compartilhar e aproveitar a riqueza de recursos culturais digitais da Europa, como livros, fotos, pinturas, transmissões de televisão e objetos 3D.

RealtimeBoard

Todos vocês – gerentes, designers, desenvolvedores, treinadores, profissionais de marketing e outros profissionais talentosos – trabalham juntos para construir grandes feitos. Os membros da equipe são todos diferentes e falam muitas “linguagens” – dados, imagens, planilhas, tarefas, gráficos e muito mais. O RealtimeBoard combina todas essas peças em um só lugar para permitir que sua equipe ou organização inteira colabore além de formatos, ferramentas, locais e fusos horários.

LinoIt

O Linoit é um serviço gratuito que permite criar uma tela de notas adesivas multimídia on-line. Além do texto básico, as notas adesivas que você coloca na tela podem conter vídeos, imagens e anexos de arquivo. Linoit permite que você altere o tamanho e cor de suas fontes e você pode usar a ferramenta de calendário interna para definir as datas de vencimento em suas notas.
Para usar o Linoit, você deve se registrar para uma conta (gratuita). Depois de se registrar, você pode criar quantas telas de notas (semelhantes a quadros de avisos) desejar. Você pode tornar suas telas e anotações públicas ou privadas. Se você tornar uma tela pública, outras pessoas poderão adicionar notas adesivas à placa colaborativa e ler as notas das outras pessoas também.

PLN – Personal/Professional Learning Network

As comunidades on-line onde os professores se encontram, se conectam, compartilham experiências e aprendem umas com as outras são excelentes fontes de aprendizado informal.

O zoom permite que você se conecte com os alunos usando uma plataforma de videoconferência interativa. A versão gratuita oferece reuniões ilimitadas de 1 a 1 ou reuniões de grupo que são limitadas a uma duração de 40 minutos. O sistema cria automaticamente um URL copiável e um convite para participar da reunião, que pode ser encaminhado ao aluno, depois de criar uma nova reunião. Quando o aluno se conecta pela primeira vez, ele será solicitado a fazer o upload do plug-in Zoom, que leva apenas alguns segundos. A chamada parece ser de uma qualidade muito superior à de outras plataformas de videoconferência, funciona bem internacionalmente e parece oferecer uma solução para estudantes em alguns países onde o Skype não está disponível. Os recursos do Zoom, como compartilhamento de tela, compartilhamento de som do sistema, quadro branco, anotação de tela e gravação de reunião, são ideais para uma sala de aula on-line.

WIX é um construtor de sites online gratuito. Cerca de dois anos atrás, eu decidi que, além do meu blog, eu precisava de um site . Eu precisava ter um cartão de visitas para o meu negócio, algo para compartilhar com os alunos em potencial. Era hora de definir claramente os cursos que eu ofereço e criar um sistema de reservas online fácil de usar.

Spark  você pode transforme suas ideias em histórias visuais……Crie gráficos, páginas da Web e histórias em vídeo em minutos com o aplicativo de design gráfico gratuito do Spark.

Playposit é gratuito e funciona em todos os principais navegadores de internet. É grátis e funciona em todos os principais navegadores de internet. Ele permite que você crie aulas de vídeo interativas usando qualquer vídeo do YouTube, um URL ou arquivo MP4 e permite incorporar atividades interativas vinculadas ao tempo, na forma de perguntas, ao vídeo. Os alunos participam dessas atividades enquanto assistem ao vídeo. Eles podem parar e retroceder o vídeo a qualquer momento, mas não podem progredir até que tenham concluído cada atividade. Quando você terminar de criar sua aula em vídeo interativo, ela poderá ser compartilhada ou incorporada em seu website ou blog. Eu acho que é uma ideia fantástica e extremamente útil para o ensino online e para as salas de aula .

Off2Class é um site que oferece materiais didáticos prontos na forma de um conjunto de slides. O site oferece uma biblioteca de planos de aula ESL (inglês como segunda língua) e novas lições são adicionadas semanalmente – elas também são muito boas. O conteúdo é dirigido por professores e projetado para uma aula de conversação ao vivo, para ser ensinada on-line. Como professor, você tem a capacidade de convidar um aluno para acompanhá-lo, a fim de visualizar os materiais da lição e interagir com o conteúdo durante a aula. É um ótimo site e uma economia de tempo real, você pode até mesmo marcar o site com seu próprio logotipo pessoal e domínio.

Mentimeter : pode ser usado para qualquer ocasião

Oficina
Torne sua oficina divertida, colaborativa e interativa com o Mentimeter, economizando tempo para preparação e documentação.
Treinamento
Realize sessões de treinamento corporativo de uma nova maneira. Adicione gamification à sua sessão para energizar e melhorar a experiência de aprendizado.
Educação
Torne seu ensino mais interativo, permitindo que os alunos participem ativamente de palestras usando o Mentimeter como uma ferramenta de avaliação formativa.
Reuniões
Garanta uma reunião eficaz e produtiva através da visualização das opiniões de todos com o Mentimeter.
Eventos
Torne os eventos mais emocionantes com o Mentimeter, permitindo que o público participe de apresentações interativas.
Conferências
Use Mentimeter para sua conferência para aumentar a energia e dar a todos a chance de expressar sua opinião.

Sutori -A ordem cronológica é um dispositivo clássico de contar histórias por um motivo. Você começa com o que aconteceu primeiro, segue para o que aconteceu a seguir e termina com o que aconteceu por último. E uma linha do tempo é uma maneira simples e eficaz de transmitir essas informações. Como fazer… outro exemplo

Some assessment tools

https://goo.gl/Ju3UiB

https://goo.gl/zTz1vU

https://goo.gl/djL5Xs

https://goo.gl/REaq5G

Cenário de atividade: sobre licenças

O Creative Commons foi criado para que os autores (também chamados de licenciadores) concedam permissões de direitos autorais ao seu trabalho criativo e forneçam aos receptores uma maneira padronizada de saber o que os autores desejam com relação ao uso de seu material.
“Fato curioso: se um produto é feito por natureza, ele não tem direitos autorais, por exemplo, a forma ou uma rocha corroída pelo vento. No entanto, em 2011 houve uma batalha legal nos EUA para saber se as fotos tiradas por um macaco usando uma câmera eram de código aberto, ou se os humanos que colocaram a câmera lá têm os direitos autorais. Se você estiver interessado, pode ler este artigo . ”

Existem 6 Creative Commons diferentes que você pode usar como autor. Ao clicar aqui , você pode ler um extrato da página da Creative Commons sobre suas licenças.

Apps Europeana

As tecnologias citadas neste post são novas para você? Vote..Diga-nos neste Mentimeter ( 43 04 99)  AQUI

Fonte:  Europeana

O post Faça seu cenário de aprendizagem aparece primeiro no Giselda Costa.

Eventos Acadêmicos na área de Letras/Linguística

Alguns eventos acadêmicos que eu gostaria de ir ou planejo participação.

2019

INTERNATIONAL CONFERENCE: TLANG2
Languaging in Times of Change
Date: 26-Sep-2019 – 27-Sep-2019
Local: Iris Murdoch Building, University of Stirling- Escócia
Stirling, United Kingdom
Call Deadline: midnight on 1 April

10th INTERNATIONAL CONFERENCE ON DISTANCE LEARNING AND EDUCATION (ICDLE-2019)
Date: 26 – 29 October
Local: Amsterdam – Holanda
Call Deadline:
Submission deadline (Full paper)- Before May 30, 2019
Submission deadline (Abstract only)- Before June 5, 2019

9ª Conferência Internacional sobre Línguas, Literatura e Linguística (ICLLL 2019)
Universidade de Barcelona, Espanha
5-07 novembro de 2019
Prazo de envio: 05 de julho de 2019
Prazo de Notificação: 30 de julho de 2019
Prazo de inscrição: 20 de agosto de 2019

CALLmi: Where are we going?
Current and future trends in MALL and CALL
23-24 May 2019
Università Cattolica del Sacro Cuore, Milan Campus
February 21st – Submission deadline
February 28th – Notification of acceptance

The 40th TABU Dag -2019
An International Linguistics Conference – University of Groningen/ the netherlands
Data: 20 e 21 de junho de 2019.
Prazo de envio: 24 de fevereiro de 2019
Notificações de aceitação: até 07 de abril de 2019

GRATO 2019 – 6th International Conference on Grammar and Text
The Grammar & Text Group of Linguistics Research Centre of the Universidade NOVA de Lisboa (CLUNL)
Data:14-Nov-2019 – 16-Nov-2019
Prazo de envio:  April 30, 2019
Notificação: September 20, 2019

International Conference on Intercultural Learning in the Digital Age: Building up Telecollaborative Networks
Universitat de València
Data: November 7- 9 2019
Prazo de envio: 31st March
Notificação: 30th April

Registration: up to 15th October
Deadline for submission for an optional extended paper or book chapter: 30th May 2019

2020

WORLD CONGRESS OF APPLIED LINGUISTICS – AILA
The dynamics of language, communication and culture in a changing world
Date: 09- 14 August 2020
Local: Universidade de Groningen- Holanda
Call Deadline:
Closing date Symposium Proposal Submission: Monday, May 6th 2019
Notifications to Symposium Proposal Submittors: Monday, June 27th 2019
Opening Call for papers: Monday, July 1st 2019
Closing Call for Papers: Monday, September 16th 2019
Notifications to Abstract submitters: Monday, November 18th 2019
Deadline registration presenters / early bird:Monday, April 15th, 2020

As taxas de inscrição serão anunciadas antes de 1º de outubro de 2019.
Inscrições on-line serão abertas em dezembro de 2019.

Links de Eventos Letras/Linguística

1- Eventos  da área de Letras/Linguística 2019-2020

2- Eventos da área de Tecnologia da Educação 2019

3- Eventos diversos internacionais

4-Eventos diversos em Linguística

5- Eventos diversos em Educação

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12 Aplicativos Android para ensinar/aprender matemática

12 aplicativos Android que você pode usar com seus filhos e alunos para melhorar suas habilidades matemáticas. Os aplicativos abrangem uma ampla variedade de atividades, jogos, exercícios e vários outros materiais ideais para o ensino e aprendizagem de matemática. Confira abaixo:

1-Truques Matemáticos

Este programa é projetado para aqueles que querem aprender truques matemáticos interessantes para acelerar o cálculo. Esses truques ajudarão a resolver parte dos problemas e tarefas matemáticas muito mais rapidamente que os clássicos. Também será útil para aqueles que querem aprimorar o básico, como a tabela de multiplicação. ”

2- Fórmulas livres

Disponível em vários idiomas, este é um aplicativo perfeito no Google Play que fornece todas as fórmulas básicas em matemática. É muito conveniente para todos os estudantes do ensino médio ou da universidade e os engenheiros que procuram fórmulas fáceis ou complicadas.

3- Matemática

Calcule qualquer fórmula que você quiser e mostre-as em um gráfico 2D ou 3D. A exibição natural mostra frações, raízes e expoentes como você esperaria da matemática. Em alguns segundos você deriva ou integra a função desejada, calcula os pontos zero de sua função e mostra-os no gráfico da função. Veja todos os pontos máximos, mínimos ou de inflexão em uma visão.

4- Flash Cards

As crianças podem construir e melhorar habilidades matemáticas essenciais em: adição, subtração, multiplicação e divisão. Algumas características incluem: selecionar adição e subtração ou multiplicação e divisão em conjunto, voz amigável e encorajador, temporizador de contagem regressiva ajustável para condições de teste, superior e inferior intervalos de números podem ser editados temporizador de contagem , faixas de números superior e inferior podem ser editadas.

5- Matemática completa

Complete Mathematics App cobre matemática básica e secundária com muitas opções para aprender matemática facilmente com um solucionador de matemática. A Matemática Completa é categorizada em tutoriais, fórmulas, equações, aplicação prática com solucionador, questões e soluções, dicionário de matemática e teste.

6- Especialista em matemática

O aplicativo” expert em matemática “é uma coleção de fórmulas de matemática e física. A característica especial é que o aplicativo pode calcular as fórmulas. O cálculo é baseado no lema “Diga-me o que você sabe, e vou verificar quais cálculos são possíveis.

7- GMAT Math Flashcards

Domine as fórmulas matemáticas GMAT e resolva as questões do GMAT com flashcards grátis para Android. Pratique todos os dias para se preparar para o teste e obter uma melhor pontuação do GMAT!

8-  Calculadora Gráfica

Calculadora Gráfica da Mathlab é uma calculadora gráfica científica integrada com álgebra e é uma ferramenta matemática indispensável para alunos do ensino fundamental para aqueles na faculdade ou pós-graduação, ou apenas qualquer um que precise mais do que uma calculadora básica oferece.

9- GeoGebra

O GeoGebra é um software gratuito de matemática dinâmica para todos os níveis de ensino que reúne geometria, álgebra, planilhas, gráficos, estatísticas e cálculo em um pacote fácil de usar. Os recursos interativos de ensino e aprendizagem criados com o GeoGebra podem ser compartilhados e usados por todos na tube.geogebra.org.

10- Geometria Pad

Geometry Pad é um aplicativo de geometria dinâmica para tablets Android com recurso universal. Os professores podem usá-lo em uma aula de geometria para melhor envolvimento dos alunos e uma compreensão mais profunda dos conceitos geométricos. Os alunos se beneficiariam do uso do Geometry Pad enquanto trabalhavam em trabalhos de geometria em casa também.

11-Mathway

Traga o poder de resolução do Mathway para o seu dispositivo Android, sem necessidade de acesso à rede! Obtenha respostas instantâneas gratuitas aos seus problemas de matemática ou inscreva-se para incluir trabalhos e explicações passo a passo. Com centenas de milhões de problemas já resolvidos, o Mathway é o principal recurso de resolução de problemas disponível para estudantes, pais e professores. ”

12- FreeGeo Mathematics

Crie construções geométricas e mova, dimensione ou gire-as com um ou mais dedos. Com o modo Freehand você pode construir suas linhas, círculos, quadrados, retângulos e muito mais, desenhando-os na tela. O sistema irá detectá-lo e criar o objeto para você! Por exemplo, você pode desenhar um círculo à mão livre através de três pontos dados para criar seu círculo circunferencial .

Fonte: AQUI

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Será que nossos alunos têm agência? Como fazer para promover agência em sala de aula?

Neste post, vou compartilhar sobre o que é a agência do aluno, por que ela é tão importante e como ela pode ser promovida e apoiada na sala de aula. Mas primeiro vamos falar sobre o conceito de agência humana.

O que é agência humana?

O termo “agência” é bastante escorregadio e é usado de forma diferente dependendo das raízes epistemológicas e dos objetivos dos estudiosos que o empregam

Agência refere-se à capacidade humana de influenciar o funcionamento de uma pessoa e o curso dos acontecimentos pelas ações de alguém. É um componente da definição de aprendizagem personalizada. Agência é o poder ou capacidade para agir e fazer escolhas. Existem quatro funções pelas quais a agência humana é exercida segundo Bandura ( 2008):

A primeira das funções é a intencionalidade. As pessoas formam intenções que incluem planos de ação e estratégias para realizá-las. A segunda função envolve a extensão temporal da agência através da previsão. As pessoas estabelecem metas e preveem resultados prováveis de ações prospectivas para orientar e motivar seus esforços antecipadamente.

A terceira função de agente é a auto reatividade. Os agentes não são apenas planejadores e antecessores. Eles também são auto reguladores. A quarta função de agente é a auto reflexão. As pessoas não são apenas agentes, elas são auto examinadoras de seu próprio desenvolvimento. Através da autoconsciência funcional, eles refletem sobre sua eficácia pessoal.

Por que a agência do aluno é tão importante

Porque a agência é que sustenta as competências necessárias para o sucesso do aluno. É o fenômeno mais importante do processo ensino e aprendizagem. Os estudantes de hoje PRECISAM das habilidades para serem aprendizes ao longo da vida:

“O professor de Harvard, Roland Barth, observou que na década de 1950, quando os jovens saíam do ensino médio, eles normalmente sabiam cerca de 75% do que precisariam saber para ter sucesso na vida. Hoje, ele prevê que os jovens conheçam cerca de 2% do que precisam saber. A força por trás dessa mudança é o ritmo rápido e crescente da mudança, a complexidade do mundo em que vivemos e a imprevisibilidade do que as pessoas precisarão saber nas próximas décadas – o futuro para o qual estamos preparando os alunos de hoje”.

Nesta imagem eu colocava agência do aluno no lugar do foguete, ou seja, no centro do processo.

O que é   agência do aluno

Devo dizer, não há amplo consenso sobre a definição de agência do aluno. Mas aqui vou falar que agência está presente quando os alunos se encarregam de quem, o quê, onde, porquê e quando aprendem. Isso inclui escolha, autoconsciência, autogerenciamento, relações sociais, decisões responsáveis, gerenciamento do tempo, coragem, poder, confiança, autonomia, liberdade, intencionalidade, organização e auto regulação para objetivos personalizado de longo prazo.

A agência também exige resiliência, tenacidade e determinação. Envolve persistência para enfrentar os desafios, para usar o fracasso no caminho do sucesso e para abraçar a curiosidade, a criatividade e a inovação, tão essenciais quanto respirar.

Veja os quatro componentes da “agência do aluno” e algumas terminologias e habilidades relacionadas segundo Jennifer Davis (2018).

Professor promovendo agência do aluno

O professor pode ajudar os alunos a se tornarem mais aptos a estabelecer metas. Os educadores podem projetar caminhos de aprendizado para promover várias ações, como:

1-Encorar a tomada de risco;

2-Dar feedback positivo;

3-Encorajar as crianças a assumirem a responsabilidade pela sua própria aprendizagem;

4-Ter uma cultura inclusiva, solidária e compartilhada;

5-Incentivar o pensamento reflexivo e ação;

6-Ter uma abordagem de pesquisa para aprender e ensinar;

7-Encorajar as crianças a articular a sua aprendizagem;

8-Incentivar a prática reflexiva;

9-Questionar / discutir / feedback;

10-Incentivar os alunos a se auto avaliarem e estabelecer metas para si mesmos;

11-Garantir que os alunos entendam o que estão aprendendo, por que estão aprendendo e como poderão transferir seu novo aprendizado;

12-Fazer ligações à aprendizagem prévia;

13-Compartilhar a aprendizagem dos alunos com a comunidade e celebrar novas aprendizagens de várias formas;

14-Usar pergunta aberta;

15-Encorajar os alunos a aplicar novas aprendizagens em situações da vida real;

16-Respeitar as visões e opiniões de cada um e aceitando as diferenças;

17-Envolver estudantes no ensino em pares;

18-Usar uma ampla gama de ferramentas de avaliação.

A agência ativa a aprendizagem dos alunos e é uma parte mais importante do processo de ensino e aprendizagem. O professor assume o papel de “facilitador” guiando o caminho dos alunos conforme necessário. A tecnologia será muito importante para apoiar este processo, pois permitirá que os alunos compartilhem seu trabalho e forneçam feedback através de comunidades de aprendizagem .

Profa. Giselda Costa – IFPI

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Língua e Cultura: Precisamos de uma internacionalização em casa?

Internacionalização em casa compreende atividades que ajudam os alunos a desenvolver a compreensão internacional e habilidades interculturais.

Nossa pesquisa fornece conhecimento de algumas experiências e percepções de sete estudantes de intercâmbio do programa Ciência sem Fronteiras do IFPI. Os resultados revelaram que os estudantes enfrentaram problemas sérios relacionadas à adaptação sociocultural, como: compreensão, interpretação, linguagem corporal, tradução e produção. Os alunos perceberam também que para usar o idioma devem estar conscientes das normas culturais para a conversação, pois elas diferem de uma cultura para outra.

Algumas delas podem ser completamente diferentes e entrar em conflito com normas de outras culturas. Os participantes responderam que o maior desafio comunicacional foi a adaptação sociocultural no intercâmbio. Eles enfatizaram que muitos mal-entendidos poderiam ser evitados com a conscientização cultural em sala de línguas antes da viagem dos alunos para intercâmbio.

Língua e Cultura: Adaptação sociocultural

O ensino de línguas já não pode ser encarado como uma tarefa principalmente linguística, ou seja, enfatizar apenas a prática das estruturas, pronúncia e vocabulário. Para se tornar um falante competente de uma língua, os alunos precisam adquirir também as competências socioculturais necessárias para serem capazes de se comunicarem com sucesso em situações de contato internacional. Baseados nos dados do questionário, verificamos que 100% dos alunos consideraram importante saber de algumas regras culturais na sala de

línguas antes da viagem, como alguns participantes ressaltaram:

Uma vez que o objetivo do curso de inglês seja viajar para outro país, informações relacionadas a regras culturais além de tornar o ensino mais interessante, pode poupar o estudante de constrangimentos. (Participante 5)

Quando perguntamos aos participantes se a comunicação não verbal (gestos, expressão facial e tom da fala) é importante e se deveria ser ensinada em sala de línguas, os sete envolvidos na pesquisa confirmaram positivamente, como podemos ver nos excertos abaixo:

Os gestos e os tons da fala são importantes pois ajudam na comunicação. Eu tive momentos de constrangimentos por não ter consciência que esse tipo de comunicação é, talvez, mais importante que falar fluente. (Participante 4)

Os participantes foram questionados sobre os gestos presenciais, ofensivos e agressivos que o Brasil tem sentidos diferentes; a maioria dos alunos (80%) afirmaram positivamente, o que foi possível observar nos depoimentos:

Mesmo sabendo que falo muito bem inglês, um dia perguntei uma informação a um guarda na estação de metrô em Nova York. Ele ficou ofendido e me chamou de mal educado, pois eu não o tinha cumprimentado com boa noite, não tinha perguntado se ele poderia dar informação e terceiro, eu falei muito próximo a ele. (Participante 6).

Os depoimentos dos participantes são exemplos de que a fala é muito influenciada pela cultura. A capacidade de falar não é uma questão apenas relacionada com a pronúncia ou entonação. Os alunos precisam usar frases adequadas em um contexto apropriado. Caso contrário, mesmo sendo bem treinados no aspecto linguístico, eles cometeram mal-entendidos por falta de conhecimento cultural.

Língua e Cultura: Resultado da pesquisa

Os resultados do estudo sugerem que ensinar cultura é significativamente benéfico em termos de habilidades linguísticas, conscientização cultural, mudanças de atitudes em relação aos comportamentos e crenças das pessoas de outra comunidade. Os participantes deste estudo enfatizaram alguns tipos de constrangimentos em suas experiências de intercâmbio universitários e entenderam que adquirir uma nova linguagem significa muito mais do que a manipulação de sintaxe e léxico.

Devido à inseparabilidade da linguagem e da cultura, acreditamos que seja necessário incorporar a cultura no processo de ensino de línguas, uma vez que, como ilustra este estudo, tem muito a oferecer ao desenvolvimento da competência comunicativa, bem como outras habilidades na instrução de qualquer língua.

Brown (2001) afirma que uma língua é parte de uma cultura e uma cultura é parte de uma língua; os dois estão intrincadamente entrelaçados, de modo que não se pode separá-los. Assim, um falante interculturalmente competente de uma língua estrangeira possui tanto competência comunicativa nessa língua como habilidades específicas, atitudes, valores e conhecimento sobre a cultura.

Segundo Byram (1997), quando as competências linguísticas e as interculturais são trabalhadas em sala de línguas, os alunos tornam-se preparados para a participação em um mundo global

Veja AQUI o artigo completo publicado na Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 13, n. esp1, p. 381-393, maio 2018.

Língua e cultura no ensino de inglês como língua estrangeira: uma experiência sociocultural de alguns estudantes de intercâmbio do Instituto Federal do Piauí.

Autora da Pesquisa:

Professora Giselda Costa (IFPI)

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