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CLASP - Report seven Portugal

CLASP - Report seven Portugal. Mª Odete Valente Department of Education - School of Science University of Lisbon movalente@fc.ul.pt Lucilia Campos Secondary school - Emidio Navarro Luciliacampos@netcabo.pt. National Policy. Curriculum Structure

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CLASP - Report seven Portugal

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  1. CLASP - Report sevenPortugal • Mª Odete Valente Department of Education - School of Science University of Lisbon movalente@fc.ul.pt • Lucilia Campos Secondary school - Emidio Navarro Luciliacampos@netcabo.pt

  2. National Policy • Curriculum Structure - Área de Projecto- (AP)-Project work • Every year – 90 minutes – each week • System of Evaluation – no national examinations at Basic Education untill today (And for this reason more freedom in class activities)

  3. Área de Projecto (AP) • The objective of this area is “ the conceptualization, realization and evaluation, trough the articulation of knowledge of different curriculum areas, around problems and teams for research or intervention, according with the students needs and interests.”

  4. The Problem • To understand how the AP context promote or increase the potencial of opportunities of creative expression of the students and the development of their multiple intelligences • to understand how it promotes the organization of students’ own processes of learning, a way of promoting the development of creativity.

  5. Context • Three classes • 7th(1) and 8th grades(2) • in a 7 – 12th grade school (1500 students) • 15 Km out from Lisbon

  6. Project Work • 1 – Solidarity + Masks+ Environment power points • 2 - Class book corner + Drama (Romeo and Juliet) + Film • 3 – Population Study + Renascentist market + culture and sports in the City

  7. School project • Renascentist market ( all the classes were involved during 2º term preparing a renascence fair to take place during a school week for which each class prepared some activities for the fair)

  8. Teacher Strategies • Attempt to interact with every student in order to establish an affective relationship that is productive for the work itself • Establisment of a class dynamic that suits the students needs • Knowledge of each student in terms of beginning to understand his/her potencial and difficulties

  9. Teacher Strategies - Cont. • Selection of projects based on the interests indicated by the student • Organization of working groups according to projects or activities • Discussion of the work to be undertaken with the definition os strategies in order to reach objectives

  10. Teacher Strategies - Cont. • Definition of the steps to take by writing the various necessary phases • Discussions about the way the activity is going on • Discussions about sharing

  11. Teacher Strategies - Cont. • Organization of means • Presentation of the final product, if it is the case • Accompanying each student according to his/her individual needs

  12. Characteristics of creative learning • Inventing a route in response to an idea • Creating a route to reach the imagined product, step by step • Evaluating consequences of different alternatives • Capacity to evaluate to reach results

  13. Characteristics of creative learning Cont. • Critical analysis of the products • Taking into account past experiences to avoid inconsequent activities • Using mistakes as a way of achieving the right • Inventing unexpected and new results

  14. Characteristics of creative learning Cont. • Using different intelligences • Having the used abilities recognesed • Feeling of belonging to the environment where one works • Feeling there is space, time,colleagues and teachers that allow a constructive manifestation

  15. Students perspectives • They do not feel as if they are doing work, as it is not imposed on them, rather they project it • Working in group is a positive experience – they can work with colleagues in a harmony that is constantly being reconstructed • It is much more interesting to work on an idea with which they agree

  16. Students perspectives - Cont. • Working with organization is less boring • Learning different things • It`s closer to personal interests • Having a more active participation • Being more open to the school and to the community

  17. Students perspectives - Cont. • Feeling they have the teacher support, when they need it • Creating an affective relationship with the teacher whereby the latter is a friend whose authority is consented

  18. MVC-003S.JPG

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