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Pedro Barbosa's curator insight,
January 26, 2013 4:27 AM
Pedro Barbosa | www.pbarbosa.com | www.harvardtrends.com
Sandra V. Barbosa's curator insight,
January 26, 2013 9:26 PM
Se você perguntar a um aluno o que o torna bem sucedido na escola, provavelmente você não ouvirá sobre de algum livro fantástico novo ou série de palestras . Muito provavelmente você vai ouvir algo como: "Foi tudo o Sr. Jones. Ele simplesmente nunca desistiu de mim. " |
Lino's curator insight,
May 5, 2013 4:40 AM
Coaching (AFI: [ˈkoʊtʃɪŋ], anglicismo que procede del verbo inglés to coach, «entrenar») es un método que consiste en dirigir, instruir y entrenar a una persona o a un grupo de ellas, con el objetivo de conseguir alguna meta o de desarrollar habilidades específicas. http://es.wikipedia.org/wiki/Coaching
Un coach tiene un rol muy diferente al de un profesor en una institución educativa, pero los profesores pueden utilizar herramientas de coaching para mejorar la comunicación y la colaboración con sus alumnos.
- Juzga lo menos posible y utiliza la escucha activa. - Sé optimista. - Ten un estilo colaborativo y abierto. - Aprende a establecer acuerdos tanto individuales como con el grupo. - Da más refuerzo positivo y feedback constructivo. Todas estas técnicas y habilidades de coaching son meras propuestas y sugerencias que cada profesor puede incorporar en la medida que le resulten interesantes y útiles, para combinarlas con su experiencia y otras herramientas pedagógicas. Raúl González García. @coachingcritico |
"The aim of this article is to present a methodological model to analyze students’ group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedback. Research on feedback processes has predominantly focused on feedback design rather than on how students utilize feedback to improve learning. This methodological model fills this gap contributing to analyse the implementation of the feedback processes while students discuss collaboratively in a specific case of writing assignments.
A review of different methodological models was carried out to define a framework adjusted to the analysis of the relationship of written and asynchronous group interaction, and students’ activity and changes incorporated into the final text. The model proposed includes the following dimensions: 1) student participation 2) nature of student learning and 3) quality of student learning. The main contribution of this article is to present the methodological model and also to ascertain the model’s operativity regarding how students incorporate such feedback into their essays."