INGLES II BIMESTRE

Atividade semana 05

Atividade 1

Leia a biodata a seguir e identifique as partes numeradas:

(1) John Smith is a professor of Chemistry in Los Angeles University. (2) He has an MA in Biochemistry. He researches about the impact of different types of sugar on fat mice. He has published several articles concerning sugar level controls in bloodstream. (3) He has started his PhD at the UCLA Chemistry and Biochemistry. (4) His future research deals with the study of metabolism, aging and development.

RESPOSTAS

1) Personal Data
2) Academic Details
3) Professional Experience
4) Research/Interest Area

Atividade 2

Construa uma biodata tendo por base as informações de Jeff Hohensee. Consulte a tabela de verbos trabalhada no material de apoio, para construir suas frases.

Personal Data:Jeff Hohensee / Vice President of Natural Capitalism Solutions

Academic details:Specialized in time and motion studies, department reorganizations, cash management, financial analysis and negotiations in 2005.

Professional experience:expert in business, education and sustainability for more han twentyfive years. Started his career in corporate finance working for Barclays American Business Credit and the Fuji Bank subsidiary Heller Financial from 1985-1995. A Program Director and Education Director for TreePeople, a consultant, advisor or program developer for numerous organizations including the U.S. Environmental Protection Agency for 10 years.

Interest/Research areas/ Publication:on sustainable business, environmental education, urban forestry,activism and civic engagement, and systems thinking.

RESPOSTA - ESCREVA A BIODATA.

Jeff Hohensee is the Vice President of Natural Capitalism Solutions.He specialized in time and motion studies, department reorganizations, cash management, financial analysis and negotiations in 2005. 

He has been working as expert in business, education and sustainability for more han twenty five years. He started his career in corporate finance working for Barclays American Business Credit and the Fuji Bank subsidiary Heller Financial from 1985-1995. He has been a Program Director and Education Director for TreePeople, a consultant, advisor or program developer for numerous organizations including the U.S. Environmental Protection Agency for 10 years.

He will work on sustainable business, environmental education, urban forestry, activism and civic engagement, and systems thinking.

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Atividade semana 04

Na videoaula 4, você assistiu um pequeno trecho do video Maha Cherif discusses Wikis in Education e completou o quadro dos 5Ws and How com a informação. Agora você assistirá o restante do vídeo e trabalhará um pouco mais sua compreensão oral (listening). Como vimos na videoaula 4, a Profª. Maha Cherif discute o uso da ferramenta Wiki na educação. No trecho que vai de 1:00 até 5:58, a professora fala sobre as características do Wiki como uma ferramenta educacional e as possibilidades de uso pedagógico. Responda a seguir:

1) Com relação às características da ferramenta Wiki, selecione a seguir as informações que foram mencionadas pela profa. Maha. Lembre-se de usar a estratégia de foco. 

a) Ela permite a criação colaborativa...

b) A wiki é um excelente lugar para armazenamento de fotos. 

c) Ela tem um recurso de histórico por isso, quando o professor ou o aluno submeter alguma coisa no site, o professor pode adicionar qualquer informação ou verificar se o que eles têm feito é realmente... se eles mesmos fizeram ou se não foi feito por outras pessoas .

d) Se, em qualquer caso, a wiki foi utilizada com conteúdos abusivos ou informações inapropriadas.... o professor pode remover qualquer conteúdo impróprio que foi postado. 

e) A wiki não deve ser utilizada em contexto escolar, pois não é uma ferramenta criada para educação. 

2) O entrevistador pergunta para a profa. Maha Cherif como a ferramenta WIKI pode ser usada na educação. Preste atenção na resposta dada e selecione as alternativas mencionadas.

a) Como uma recurso para o professor.

b) Alunos podem interagir entre si na WIKI.

c) Pode haver colaboração entre classes. 

d) Um lugar em que um calendário pode ser postado e que os alunos podem postar suas informações e datas importantes.

e) Um lugar que os alunos podem fazer Webquests.

f) Um lugar estático em que quase nenhuma informação pode ser adicionada.

g) Um lugar em que projetos podem ser compartilhados. 

h) Um lugar que pode ser usado para solução de problemas. 

i) Professores podem postar documentos com erros e pedir para alunos fazerem a correção destes. 

j) Um lugar que não permite muita intereção entre alunos, dificultando assim o feedback da aprendizagem. 

3) Usando a estratégia de guessing from context, dê o significado para as expressões em negrito:

a) collaborative authoring, which means that more than one person can collaborate to write something together, to write a story, to write a project, to write any kind of assignments given by the teacher

b) the wiki can be used as a resource by the teacher - for example, to post a bank of assignments, a bank of class activities, bank of texts to be reviewed by the students, ...

c) ... peer interaction that can be fostered by the use of collaborative editing and collaborative authoring, for example, students can post their information and ask other students to give feedback on what they have posted...

collaborative authoring = criação colaborativa

resource = recursos

peer interaction = interação entre pares
can be fostered = pode ser promovida

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Atividade semana 03

1) Na videoaula 3, você assistiu o vídeo School Violence. Agora vamos trabalhar um pouco mais sua compreensão oral (listening). Assista o vídeo novamente e escolha a alternativa que melhor completa a frase: 

 “What's worse?
Two thirds of school administrators ______________________”

a) present even more problems
b) predict even more problems
c) prevent problems in the future


2) Agora vamos trabalhar a fase de Pre-Listening. Observe as palavras cognatas no quadro abaixo, a imagem do vídeo e escolha as alternativas que indicam os assuntos que poderão ser mencionados no texto.

Escolha as alternativas (mais de uma alternativa é possível).

a) A educação brasileira em crise.
b) A ambição do aluno na escola.
c) Como educar a população.
d) Ter sucesso no futuro com a educação.
e) O Brasil como futuro líder mundial.


3) Agora vamos trabalhar a Fase de Listening. Assista o vídeo da BBC News Brazil - Education Crisis e enumere, por ordem de acontecimento, os fatos descritos a seguir.

( 2 )  It needs human resources too but you won’t find many skilled workers.
( 1 )  When it comes to education Brazil only ranks 53rd.
( 3 )  It’s going to have to do a much better job educating its population.
( 5 )  Brazil needs to satisfy the demands of a growing economy.
( 7 )  It needs educated brazilians to make that future.
( 4 )  Lot of the children here come from families that hardly had any education.
( 6 )  Brazil has a huge demand of technical professionals.

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Aula Semana 02

1. De acordo com a Profa. Dra. Rosinda de Castro Guerra Ramos, quando fazemos uma leitura de texto para buscar dados, o que devemos ler e anotar?
2. Leia o texto Fostering Leadership Skills in Pre-Service Teachers e faça anotações de sua estrutura textual, conforme explicação da videoaula 2. 
3. Leia o texto The Effects of Teachers’ Educational Technology Skills on Their Classroom Management Skills e faça anotações de sua estrutura textual, conforme explição da videoaula 2.

RESPOSTA - ITEM 1

• Devemos anotar autor, fonte e data.
• Devemos anotar o título, subtítulo e sub subtítulo.
• Devemos ler o texto e usar predições e as demais técnicas aprendidas para identificar o assunto principal do artigo.
• Devemos sublinhar palavras-chave, frases-chave e perguntas-chave.
• Devemos anotar padrões e repetições de palavras, pontos de vistas, etc.
• Devemos resumir partes do texto.

RESPOSTA - ITEM 2

Título do Artigo: Fostering Leadership Skills in Pre-Service Teachers
Fonte:International Journal of Teaching and Learning in Higher Education, Volume 24, Number 2, 252-256
Data: 2012
Disponível em: http://www.isetl.org/ijtlhe/
Autores: Xu, Yuejin; Patmor, George


Sub-títulos:

• Pathways to Teacher Leadership
• Leadership Training in Teacher Preparation Programs
• Strategies for Nurturing Pre-Service Teachers’ Leadership Skills
• The Leadership Preparation That Pre-Service Teachers Need
• References
• Acknowledgements

Main Idea

• Teacher leadership is about empowering teachers to take a more active role in school improvement.
• The specific strategies presented in this article can be used as examples for teacher preparation programs as they strengthen their efforts in leadership training for pre-service teachers.
• The   teacher leadership  concept  grew  out  of  the  realization that leadership is as important to teacher effectiveness as to administrator  effectiveness.  
• How  can  a teacher acquire the preceding four sets of skills to meet this  leadership  standard?  
• How  can  a  teacher  become  a teacher leader?

Pathways to Teacher Leadership

• Formal   training   is   one   important   approach   to developing  teacher  leaders.  In  Kentucky,  the  Teacher Leader Master (TLM) degree program has been created in   public   universities   to   help   in-service   teachers develop teacher leadership.
• To be admitted into a TLM degree program, one must have a bachelor  degree  and  a  teaching  certificate.  Likewise, one  must  have  a  teaching  certificate  and  be  an  active teacher  in  order  to  engage  in  teacher-led professional development.

Leadership Training in Teacher Preparation Programs

• One way to strengthen teacher leadership training in teacher preparation programs  is to add a course in teacher leadership.
• What else can teacher preparation programs implement to foster leadership in pre-service teachers?

Strategies for Nurturing Pre-Service Teachers’ Leadership Skills

• An  alternative  to  adding  a  course  is  to  integrate teacher leadership  training  into  existing  courses  in  the teacher preparation  program.
• There  is  an  urgent need  to  help  pre-service  teachers understand  not  only the  structure  in  schools  (e.g.,  chain  of command  and acceptable procedures or appropriate channels they can resort to if they happen to disagree with their principals when they  initiate  leadership  activities),  but  also  the importance of building trust among school stakeholders.

The Leadership Preparation That Pre-Service Teachers Need

• Found four characteristics that   matter in nurturing teacher leadership: beliefs, structures, trust, and rewards. In a school where teacher leadership can flourish, teachers, administrators, and students must share some common beliefs, including the belief   that   every   child   can   prepare   for   success.
• The  specific  strategies  presented here  can be  used  as examples for  teacher  preparation programs  as  they  strengthen  their efforts  in  leadership training for pre-service teachers.

RESPOSTA - ITEM 3 

Título do Artigo: The Effects of Teachers’ Educational Technology Skills on Their Classroom Management Skills.
Fonte: Mevlana International Journal of Education (MIJE), Vol. 3(4), pp. 138-146
Data: 2013
Disponível em: http://mije.mevlana.edu.tr/
Link do Texto em PDF: http://dx.doi.org/10.13054/mije.13.60.3.4
Autores: Varank, Ilhan; Ilhan, Savas


Sub-títulos:

• Introduction
• Method

• Participants
• Instruments
• Data Analysis

• Results
• Discussion and Conclusions
• References

Main Idea

• Because  technology  integrations  require  changes  in  instructional processes it may require different approaches for classroom management.
• The  purpose  of  this  study  was  to  investigate  whether  teachers’ educational  technology  skills,  besides  their  gender  and years  of experiences, significantly explain their classroom management skills.
• Teachers with high perceptions of educational technology self-skills have high perceptions of classroom management skills. This result may be attributed to the experience in the use of educational technology.

Introduction

• Significance of using technology in classroom has been well investigated in numerous research studies.
• Classroom management has different dimensions, which may be affected by or may affect technology  integration  in  instruction,  such  as  arrangement  of  physical  environments, arrangement  of  program  activities  and  behavior management.
• The purpose of this study was to investigate whether teachers’ educational technology skills significantly explain their classroom management skills particularly in the Turkish context. More specifically, the following research question was investigated in this study: Do teachers’ gender,  years  of  experiences,  and  educational  technology  skills  significantly  explain  their classroom management skills?

Method/Participants

• The study was conducted with public school teachers in a mid-western city of Turkey.
• First, the researchers contacted school principals of 34 elementary schools, which made of all the public elementary schools in the city.

Method/Instruments

• A short questionnaire and two surveys were used to gather data for the study. The short  questionnaire  included  questions  about socio-demographic  characteristics  of  the teachers  including gender, and  years of experiences. The surveys were Application-Based Educational  Technology  and  Material Development  Skills  Survey  and  Classroom Management Skills Survey.

Method/Data Analysis

• The  analysis  began  with  describing  the  means  and standard  deviations  for  the AETMDS Survey and the surveys of the subordinate classroom management skills by gender and years of experiences.

Results

• In this study, the calculated alpha reliability coefficient of the AETMDS Survey was found to be .97.  The alpha reliability coefficients of the surveys of the subordinate skills (course management, behavior arrangement and activity management) were .87, .92 and .90, respectively.
• The  teachers  with  more  than  30  and  25-30  years  of  experiences  received  higher  average scores on all the surveys than the teachers with less experiences did. The other results for years of experiences were mixed.
• The teachers' years of experiences and AETMDS scores were significantly associated with their  activity  management  skills  scores,  behavior  arrangement  skills  scores  and  course management  skills  scores  (p < .05)  in  all  of  the  models. 

Discussion and Conclusions

• This  research study examined  whether  elementary  school  teachers'  classroom management skills were explained by their gender, years of experiences and aplication-based educational technology and material development skills.
• This study was conducted in a specific region (city) of Turkey representing a distinctive urban and  semi-rural  culture.  Although  the findings  were  partially  supported  by  the  literature, studies similar to this one should be conducted or replicated with similar variables to fine more generalizable results. Especially the role of gender in the classroom management in the context where this study was conducted needs further investigations.
• Another  limitation  of  the  study  is  that  the  data  collected  on  the  teachers'  classroom management skills and educational technology skills was perceptional. Further case studies are needed in which teachers are directly observed in the actual classroom settings to better determine their behaviors related to their classroom management and educational technology skills, and the relation ship between those skills.

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AULA SEMANA 01

Compreensão escrita: Pesquisando em Língua Inglesa

Nesta videoaula, o objetivo é possibilitar a busca, a seleção e a organização de informações em língua inglesa para solucionar um problema, tendo como base os bancos de dados internacionais.

Profa. Dra. Rosinda de Castro Guerra Ramos

Fazer buscas sobre o tema pesquisado e selecionar o material necessário.

2. Seguindo os passos ilustrados para fazer uma pesquisa, faça as atividades a seguir:

a. Encontre os termos equivalentes em inglês para Meio Ambiente e Ecologia Humana. 

Environment and Human Ecology

b. Acesse o link List of academic databases and search engines. Os mecanismos de busca listados na página possuem uma descrição, com base nesta descrição, liste pelo menos 3 possíveis bancos de dados que estão diretamente relacionados com os termos encontrados na atividade a.

Bioone, jurn, arxiv and biological abstracts.

c. Faca uma busca em um dos bancos de dados da atividade b. Liste 2 artigos que contenham em seus títulos o termo Meio Ambiente (em inglês) e 2 artigos com termo Ecologia Humana (em inglês).

1- Developmental Environment Alters Conditional Aggression

2- Biogeochemistry of Mercury in the Amazonian Environment