Fixed Strategy: Round of Talk |
Eye-to-eye conversation. |
- Horizontality and dialogue in the teaching-learning process. |
- Seating in a circle. - Limited number of participants (small group). |
- Participants from the collective, but with the responsibility of facilitating the activity. - Mediation to ensure space for everyone to speak, respect and freedom of expression.. |
Day 1: Introduction of the participants; Working pact; Expectations. |
History of the name. |
- Approach and bond building between faculty and postgraduates from their life stories. |
- Personal presentation with oral history of the participants’ names. |
- Explanation of the proposal. - Participants. |
Didactic Contract3636 Moreira M. Teorias de aprendizagem. 2a ed. São Paulo: EPU; 2011.. |
- Construction of a dialogical relationship between professors and postgraduates. - Collaborative planning and management of the discipline. - Encouraging commitment, participation, compliance with pacts and negotiations, flexibility and decision-making by all involved. |
- Triggering question: What elements do we consider important for the work to be meaningful, collaborative, and committed? The proposals are summarized on a flip-chart placed on the wall. - Essential items: respect for everyone and for diversity, ethics, balance between speaking and listening, commitments, collaboration, and practical rules of operation. - Signature on the flip chart to symbolize the commitment to the proposal, which may be changed throughout the meetings, if the group wishes. |
- Facilitation. - Participants of the activity in the complementation. - They sign the document together. |
Survey of expectations. |
- Intersection of wishes, desires, expectations and proposals between professors and postgraduates. |
- Each participant writes down three expectations about the discipline. - Mobile visualization technique with flipcharts, with grouping of expectations in nuclei of meaning. |
- Facilitation. |
Culture Circle3030 Freire P. Pedagogia do oprimido. 50a ed. Rio de Janeiro: Paz e Terra; 2011
|
Challenges and potentialities of the 21st century professional. |
- Construction of the baseline: starting point of previous knowledge. |
- Sharing of the participants’ vocabulary universe, from which generating words are extracted. |
- Facilitation. |
- Construction of meanings and representations. |
- Technique of mobile visualization and nucleus of meanings with cards and subsequent thematization. |
- Facilitation. |
- Identification of learning gaps. |
- Round of uncertainties, doubts and/or motivations for study/ deepening in a later meeting. |
- Facilitation. |
Constructivist Spiral3232 Bondía JL. Notas sobre a experiência e o saber de experiência. Rev Bras Educ. 2002; 1(19):20-29. Doi: 10.1590/S1413-24782002000100003. https://doi.org/10.1590/S1413-2478200200...
|
Reflective narrative about a significant educational experience. |
- Sharing of knowledge, perceptions, feelings and previous values of each postgraduate. |
- Reading of the narratives of all participants, with the intention that the oral reading be done by a person from the group other than the author himself. Listening to the narrative in the voice of a colleague can stimulate insights and sensations. |
- Facilitation. |
- Survey of perspectives and interpretations. - Sharing of explanatory systems. - Identifying knowledge gaps. |
- Provisional Synthesis: small-group discussion with identification of problems and/or challenges, construction of explanatory hypotheses and formulation of learning questions. Everyone searches for answers to the same questions as a strategy for analyzing and comparing different sources and authors. |
- Facilitation. |
- Correlation of prior knowledge and learning boundaries. - Learning to learn. |
- Scatter activity (individual activity): search the scientific literature for answers to the learning questions. |
- Remote support. |
- Skills for critical evaluation of literature. - Dialogue between learning and the transformation of reality. |
- New Synthesis 1: sharing of individual study based on the findings of the benchmarks. - New Synthesis 2: if desired by the group, the contents are deepened through seminars, dialogues with specialists, etc. |
- Facilitation. |
Educational Trip3737 Althaus MTM, Bagio VA, Zanon DP. O contrato didático na aula universitária. Rev Docencia Ensino Superior [Internet]. 2020 [citado 14 Maio 2021];10:1-13. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/16209 https://periodicos.ufmg.br/index.php/rde...
|
Cine voyage |
- Exchange of emotions and feelings; - Impact and interaction of emotions in learning. - Dialogue between emotion and reason in learning. - Construction of group identity. |
- Choice and exposure of the film based on the uniqueness of the group and observation of body reactions (gestures and expressions). - Individual register of the emotions promoted by the film. - Verbal sharing. - Construction of a creative mural with the individual productions. |
- Facilitation. |
Reflection of the practice/ problematizing3030 Freire P. Pedagogia do oprimido. 50a ed. Rio de Janeiro: Paz e Terra; 2011,3838 Mourthé Júnior CA, Lima VV, Padilha RQ. Integrando emoções e racionalidades para o desenvolvimento de competência nas metodologias ativas de aprendizagem. Interface (Botucatu). 2018; 22(65):577-588. Doi: 10.1590/1807-57622016.0846. https://doi.org/10.1590/1807-57622016.08...
|
Teaching internships conducted by post-graduate students |
- Analysis of teaching practice. - Reflection about the role of the educator. - Creation of action from the perspective of praxis. |
- Critical incident technique3939 Steinert Y. Faculty development: from workshops to communities of practice. Med Teach. 2010; 32(5):425-428. Doi: 10.3109/01421591003677897. https://doi.org/10.3109/0142159100367789...
.Important facts (positive or negative) related to the experience are shared through oral narratives. - Problematization of incidents and analysis of their nature. - Exercise of thinking about solutions that help transform the practice. |
- Facilitation. |
Fixed Strategy: Recursive Feedback4040 Domingos S. Análise de incidentes críticos no ensino superior: (re)construção da identidade profissional do docente [tese]. Lisboa: Universidade de Lisboa; 2015. /Formative Assessment4141 Cope B, Kalantzis M. E-learning ecologies. Nova Iorque: Routledge; 2016.
|
Procedural assessment. |
- Perception and monitoring of performances. - Identification of learning needs through multiple views. - Error as a learning engine. - Metacognition: awareness of performance and acquired learning. - Indication of weaknesses and changes of routes for the best professional and personal development. |
- Self-evaluation, peer evaluation, evaluation of the facilitators, and evaluation of the activity. - Verbal, at the end of each meeting. Everyone is stimulated to go through all the elements foreseen in the evaluation. |
- Participants. |
Feedback- Pendleton Technique4242 Van der Vleuten CPM, Schuwirth LWT, Driessen EW, Govaerts MJB, Heeneman S. Twelve tips for programmatic assessment. Med Teach. 2015; 37(7):641-646. Doi: 10.3109/0142159X.2014.973388. https://doi.org/10.3109/0142159X.2014.97...
|
Internship Reports |
Pendleton Rules: 1. What you think you did well.... 2. What you think was not adequate 3. What I think you did well... 4. What I think you could have done better 5. Let’s talk about how you could improve? |
- Facilitation. |