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Q2143895 Geografia
A cada década, em todo território brasileiro, o IBGE (Instituto Brasileiro de Geografia e Estatística) realiza o Censo Demográfico. 
Sobre o Censo Demográfico, é incorreto afirmar:
Alternativas
Q2143894 Conhecimentos Gerais
27.png (323×201)

Disponível em: http://www.juniao.com.br/chargecartum/ilustra_ artigo_thiago_historia_unica_72/. Acesso em: 16 maio 2022.
Pode-se compreender, a partir da leitura da charge, que
Alternativas
Q2143893 Conhecimentos Gerais
A prática de atos de hostilidade e ódio contra pessoas estrangeiras é um preconceito que tem crescido de forma assustadora nos últimos anos, em diferentes partes no planeta, incluindo no Brasil.
Trata-se como a prática de atos de hostilidade e ódio contra pessoas de outros países, regiões ou cultura: 
Alternativas
Q2143890 Geografia
Movimento que ocorre no campo brasileiro, que busca a redistribuição de terras pouco utilizadas entregando-as a quem não as possui, além de outras mudanças sociais no campo brasileiro: 
Alternativas
Q2143889 Conhecimentos Gerais
O que é uma criptomoeda?
Alternativas
Q2143888 Conhecimentos Gerais
O Brasil dos refugiados
O brutal assassinato de Moïse Mugenyi Kabagambe num quiosque na Barra da Tijuca (RJ) chocou o país por sua crueldade. Além de escancarar o racismo brasileiro, o caso também chamou atenção para a situação precária de muitos imigrantes e refugiados vindos ao Brasil de países em conflito. A República Democrática do Congo, de onde vieram Moïse e sua família, está entre os países que mais têm refugiados no Brasil. Além dos congoleses, há venezuelanos, sírios, bolivianos e haitianos entre as mais de 66 nacionalidades de pessoas que se refugiaram em solo brasileiro. Desde 2016, a população de refugiados no Brasil sextuplicou – reflexo da migração mais intensa de venezuelanos na fronteira com Roraima. [...]
Disponível em: https://piaui.folha.uol.com.br/o-brasil-dos-refugiados/. Acesso em: 16 maio 2022.
Por que as pessoas escolhem o Brasil como refúgio?
Alternativas
Q2143876 Português
Sabrina Sato samba com catadora de latinha que
viralizou na Sapucaí

Durante um ensaio, esta semana, a apresentadora Sabrina Sato dividiu o posto de rainha da bateria da Vila Isabel com Adriana Salles, a catadora de latinha que viralizou ao sambar sozinha na Sapucaí. 

Moradora do Morro da Providência, no Rio de Janeiro, Adriana foi até a quadra da Vila Isabel para conhecer a apresentadora e ficou encantada com a musa.

As duas sambaram juntas e a atriz ainda deu aquele abraço supercaloroso na catadora de latinha. O vídeo do momento foi tão emocionante que viralizou nas redes sociais nesta quarta-feira (13/04).

Convite para desfilar

Após viralizar e ganhar o coração de todos os brasileiros, Adriana foi convidada pela Império da Tijuca para desfilar pela escola neste Carnaval.

Além da fantasia, ela ainda terá ajuda para estudar e conseguir um emprego formal – que sacada incrível da escola! 

O vídeo que deu origem a tudo

Mãe de três filhos, Adriana contou que estava no sambódromo naquele dia trabalhando, se empolgou com o samba e começou a dançar, livremente.

“Eu fico nas ruas. No dia do ensaio, eu estava no Sambódromo catando latinhas. Estava sambando e vi o desfile lá atrás. Então, invadi o Sambódromo e comecei a sambar na frente”, lembrou.

Depois disso, a escola a procurou e mudou a história da Adriana.

“Eu tive a surpresa, eles me procuraram e vou sambar pela primeira vez. Nunca desfilei, só quando era criança. Vou com muita vergonha, mas eu vou chegar lá e nós vamos ganhar”, revelou. 

Disponível em: https://bityli.com/pQOOCQ.
Acesso em: 18 abr. 2022 (adaptado).

São substantivos utilizados para referenciar Sabrina Sato, exceto:
Alternativas
Q2143871 Português
Anitta de verde e amarelo com favela e Snoop Dogg.
1ª brasileira no Coachella

Vestida de verde e amarelo e com um cenário que imitava uma favela, a cantora Anitta cumpriu o que prometeu aos fãs: levar o funk carioca para o palco do Coachella, o festival de música pop mais importante do mundo. Ela foi a primeira brasileira da história nesse festival.

Após ser considerada a número 1 do mundo pelo Spotify, a cantora só vem ganhando a atenção do mundo. No show deste feriado prolongado na Califórnia, nos Estados Unidos, Anitta ainda contou com a participação do rapper Snoppy Dogg, ao cantar “Onda Diferente”, logo na abertura do show.

A apresentação chegou a ter 40 bailarinos ao mesmo tempo no palco, segundo a assessoria de Anitta, que encenou momentos sexys com dançarinas e tocou timbau. Depois da apresentação, Anitta disse que “as cores da bandeira brasileira pertencem aos brasileiros. Representam o Brasil em geral. Ninguém pode se apropriar do significado das cores da bandeira do nosso país”, afirmou a artista no Twitter.

Apresentação marcante

O show foi na última sexta-feira (15/04) e ainda vem repercutindo nas redes sociais e na mídia internacional.

Por causa da apresentação, o nome da cantora foi parar nos trends do Twitter. No Brasil, os fãs lançaram a hashtag #anichella.

Gratidão a Snoop Dogg

Após a apresentação, Anitta usou suas redes sociais para agradecer a presença de Snoop Dogg ao postar um clique nos bastidores abraçada com o rapper, que simulou um jogo de sinuca no palco.

“Sou muito grata a você. Muito obrigada por abrir meu show comigo. Te amo”, escreveu.

Entre as músicas escolhidas para a apresentação, hits em português, inglês e espanhol estavam no repertório, como “Envolver”, “Vai Malandra”, “Sua cara”, “Rave de favela” e “Bola rebola”.

Pabllo Vittar, que se apresentou neste sábado (16/04) no festival, estava na plateia ao lado de Diplo, e postou um vídeo dançando enquanto Anitta cantava “Sua cara”, música lançada por eles.

Disponível em: https://bityli.com/QIcdJ.
Acesso em: 18 abr. 2022 (adaptado).

Releia este trecho. 


“Ninguém pode se apropriar do significado das cores da bandeira do nosso país” 


A palavra destacada, quanto à sílaba tônica, pode ser classificada como

Alternativas
Q2143867 Educação Física
Na Educação Física escolar, o grande desafio do professor é dar conta das diferenças de cada um dos alunos inseridos em um mesmo grupo. A heterogeneidade está sempre presente no cotidiano das aulas. O docente trabalha o tempo todo com diferenças relativas às deficiências física, auditiva, visual, múltiplas, assim como com diferenças de outra natureza, como a obesidade, a indisciplina, a baixa estatura, a pouca habilidade ou mesmo um excesso de habilidade.
Analise as afirmativas a seguir, referentes ao papel da Educação Física no trabalho com as diferenças, no Projeto Político-Pedagógico da escola.
I. Ao adaptar determinada atividade para incluir um aluno com uma deficiência física, o professor pode levar os alunos que não possuem deficiência a realizar uma atividade corporal diferente dos padrões que conhecem, proporcionando-lhes a experimentação de novos canais perceptivos e novas possibilidades motoras.
II. O objetivo da intervenção do professor que atua no campo da Educação Física para alunos com deficiência é potencializar as possibilidades de participação passiva e respeitosa dessas pessoas, por meio de programas com foco na atividade física / movimento corporal humano.
III. Considerando a especificidade da Educação Física na escola e a importância de se trabalhar com grupos heterogêneos (alunos com diferentes níveis de habilidades e experiências relativas ao movimento corporal), a Educação Física tem grande contribuição a oferecer no processo de inclusão escolar de pessoas que apresentam algum tipo de deficiência.
Estão corretas as afirmativas
Alternativas
Q2143866 Pedagogia
A Base Nacional Comum Curricular estrutura a unidade temática esportes utilizando um modelo de classificação baseado na lógica interna, tendo como referência os critérios de cooperação, interação com o adversário, desempenho motor e objetivos táticos da ação, possibilitando a distribuição das modalidades esportivas em categorias.
A categoria dos esportes classificados como técnico-combinatórios abrange as modalidades
Alternativas
Q2143865 Educação Física
Nas últimas décadas, novas abordagens e concepções pedagógicas da Educação Física escolar tentam romper com o modelo mecanicista, esportivista e tradicional no Brasil. As abordagens preditivas são as que concebem uma nova concepção de Educação Física e definem princípios norteadores de uma nova proposta, como as abordagens desenvolvimentista e a crítico-superadora. As abordagens não preditivas são aquelas que abordam a Educação Física sem estabelecer parâmetros, princípios norteadores e metodologias para o seu ensino, como as abordagens sistêmica, crítico-emancipatória e humanista.
Na abordagem desenvolvimentista
Alternativas
Q2143864 Pedagogia
O escritor Paulo Freire, no seu livro “Pedagogia da Autonomia: saberes necessários à prática educativa”, resgata, de forma atualizada, leve, criativa, provocativa, corajosa e esperançosa, questões que no dia a dia do professor continuam a instigar o conflito e o debate entre os educadores e as educadoras.
No âmbito dos saberes pedagógicos em crise, ao recolocar questões tão relevantes agora quanto foram na década de 60, de acordo com Freire
Alternativas
Q2143863 Educação Física
Devido à sua capacidade de se contrair, e em conjunto com o sistema ósseo, os músculos formam um sistema de alavancas biológicas que permitem ao indivíduo locomover-se e movimentar os diversos segmentos do corpo. Todos os movimentos efetuados, voluntários ou involuntários, implicam a intervenção de um número importante de músculos, que podem ser de diversos tipos.
Analise as afirmativas a seguir, referentes à anatomia dos músculos e assinale com V as verdadeiras e com F as falsas.
(   ) Os músculos voluntários e os músculos involuntários são controlados pelo sistema nervoso autônomo.
(   ) Agonista é o músculo responsável pelo movimento principal; antagonista é o músculo que deve relaxar para a ação principal ocorrer.
(   ) O músculo liso é encontrado nas vísceras, o músculo estriado esquelético é fixado ao esqueleto e o músculo estriado cardíaco é localizado no coração.
(   ) A hematologia é a parte da anatomia que estuda os músculos e seus anexos.
Assinale a sequência correta.
Alternativas
Q2143862 Educação Física
O primeiro jogo de basquete foi disputado em 20 de janeiro de 1892, na cidade de Springfield, Massachusetts (EUA). Inicialmente, as cestinhas com rede, presas com aros de ferro, apareceram em 1896, mas elas eram fechadas no fundo. O ponto só valia quando a bola ficava lá dentro, sendo retirada com a ajuda de uma escada ou de um bastão, que ficava de prontidão ao lado da cesta.
Atualmente, no jogo de basquetebol 
Alternativas
Q2143861 Educação Física
O treinamento contra resistência, também conhecido como musculação ou treinamento de força, consiste na realização de exercícios utilizando diversos modos de sobrecarga, como pesos, máquinas específicas, elásticos, massa corporal ou outra forma de equipamento que contribua para o desenvolvimento da força, potência ou resistência muscular.
O treinamento de força induz
Alternativas
Q2143857 Inglês
INSTRUCTION: Read the article to answer question.

Making Sure Students’ Struggles Are Productive
By Peg Grafwallner

While we know every learning challenge is an empowering opportunity to grow, we also know that message might sometimes be lost on our students. Those learning challenges can cause some students to become frustrated and shut down from the learning.

We need to empower our students to celebrate those learning challenges and help them realize that obstacles and setbacks are a valued part of the classroom culture. We need to create a not-yet classroom where productive struggle is encouraged and students see themselves as capable learners and fearless risk-takers. The not-yet approach is all about designing and creating an authentic classroom culture that encourages the process of learning while accepting that setbacks and obstacles are part of that process.

EMBRACING THE STRUGGLE

Let’s start with productive struggle. According to Jo Boaler, professor at Stanford Graduate School of Education, “If you aren’t struggling, you aren’t really learning. When we’re struggling and making mistakes, those are the very best times for our brains.”

As educators we understand and appreciate the importance of that struggle. We have often struggled ourselves to learn something new. But because that new learning was important to us and because we had support in case we weren’t successful, we continued until we achieved our goal.

So how do we create a classroom community where students value the importance of that struggle and where they see themselves as not-yet learners?

Here are four suggestions to help you create a not-yet classroom.

1. Create a vigorous learning intention: Scaffold success criteria that give students the opportunity to make sense of what they’re supposed to know and be able to do. Give students a chance to ask questions about the learning intention and time to paraphrase it so that it makes sense to them.

In my book Ready to Learn: The FRAME Model for Optimizing Student Success, I explain, “When students paraphrase the learning intention and success criteria, it gives teachers a chance to discover what their students know or understand about the learning intention.”

This discovery is critical because if students find paraphrasing the learning intention a challenge, this could indicate a gap in the students’ learning. Teachers, then, can address this gap and, if necessary, rewrite the success criteria so that the students have the opportunity to overcome the deficit.

 Scaffolding the success criteria provides a means to motivate students and gives students an opportunity to self-assess their understanding and determine whether they’ve achieved that particular criterion. As students move through the success criteria, there’s a sense of empowerment – they know they’re heading successfully toward the fulfillment of the learning intention. If they haven’t met a specific criterion, however, the teacher can dedicate time so that students are able to work in small groups with their peers or one-on-one with their teacher for more support in meeting that criterion.

2. Eliminate the word failure from your vocabulary: As an example, if your essay directions asked students to write a thesis paragraph and a student turned in a body paragraph, did the student fail the assignment?

The student fell short of the goal of writing a thesis paragraph, but there certainly was some degree of understanding, since the student was able to write an analytical body paragraph. Make allowances for that and offer positive guidance.

3. Be transparent in your introduction of the work: Don’t sugarcoat the assignment or project by telling your students it’s “so easy” or that everyone will “get it.” On the contrary, tell your students the task will be difficult, but the work they’re about to do is worthy of their time and their talent.

Let students know they’ll encounter setbacks and obstacles as a part of learning that task, but with support from you, their classmates, and various teacher-chosen resources, students will be able to meet that challenge and work toward mastery of the goal.

4. Give students the time and space they need to be successful: Create learning opportunities to normalize development and empower students to realize that learning takes time and that mastery isn’t the end of growth. We’re all working within parameters of schedules, and those schedules dictate the time spent on learning. Often those schedules are determined by mandates beyond our control, but there are ways we can offer time and space within our own classrooms.

To add in extra time, maybe the lesson covers two class periods instead of one; or maybe the teacher is able to co-teach with another educator to assist students who might need extra help, therefore moving the learning at a more structured pace.

To offer extra space, perhaps the teacher and students could utilize the library or auditorium to give students more room to create groups or pods of learning; or maybe the teacher is able to create learning situations that move beyond the classroom walls through the use of virtual field trips. We’ve seen the curiosity and wonder in our students as they devour something that piques their interest because they have the time and the space to dig deep into something of relevance to them.

Where each student is on their learning journey at any given time is a result of situations and experiences that might often be beyond our control. We know that high expectations don’t mean anything if the learning process doesn’t support achieving them.

Designing classrooms and routines that normalize productive struggle as part of the learning process gives students the opportunity to meet those high expectations within a supportive yet challenging classroom community.
The conjunction therefore in “or maybe the teacher is able to co-teach with another educator to assist students who might need extra help, therefore moving the learning at a more structured pace” can be replaced by
Alternativas
Q2143856 Inglês
INSTRUCTION: Read the article to answer question.

Making Sure Students’ Struggles Are Productive
By Peg Grafwallner

While we know every learning challenge is an empowering opportunity to grow, we also know that message might sometimes be lost on our students. Those learning challenges can cause some students to become frustrated and shut down from the learning.

We need to empower our students to celebrate those learning challenges and help them realize that obstacles and setbacks are a valued part of the classroom culture. We need to create a not-yet classroom where productive struggle is encouraged and students see themselves as capable learners and fearless risk-takers. The not-yet approach is all about designing and creating an authentic classroom culture that encourages the process of learning while accepting that setbacks and obstacles are part of that process.

EMBRACING THE STRUGGLE

Let’s start with productive struggle. According to Jo Boaler, professor at Stanford Graduate School of Education, “If you aren’t struggling, you aren’t really learning. When we’re struggling and making mistakes, those are the very best times for our brains.”

As educators we understand and appreciate the importance of that struggle. We have often struggled ourselves to learn something new. But because that new learning was important to us and because we had support in case we weren’t successful, we continued until we achieved our goal.

So how do we create a classroom community where students value the importance of that struggle and where they see themselves as not-yet learners?

Here are four suggestions to help you create a not-yet classroom.

1. Create a vigorous learning intention: Scaffold success criteria that give students the opportunity to make sense of what they’re supposed to know and be able to do. Give students a chance to ask questions about the learning intention and time to paraphrase it so that it makes sense to them.

In my book Ready to Learn: The FRAME Model for Optimizing Student Success, I explain, “When students paraphrase the learning intention and success criteria, it gives teachers a chance to discover what their students know or understand about the learning intention.”

This discovery is critical because if students find paraphrasing the learning intention a challenge, this could indicate a gap in the students’ learning. Teachers, then, can address this gap and, if necessary, rewrite the success criteria so that the students have the opportunity to overcome the deficit.

 Scaffolding the success criteria provides a means to motivate students and gives students an opportunity to self-assess their understanding and determine whether they’ve achieved that particular criterion. As students move through the success criteria, there’s a sense of empowerment – they know they’re heading successfully toward the fulfillment of the learning intention. If they haven’t met a specific criterion, however, the teacher can dedicate time so that students are able to work in small groups with their peers or one-on-one with their teacher for more support in meeting that criterion.

2. Eliminate the word failure from your vocabulary: As an example, if your essay directions asked students to write a thesis paragraph and a student turned in a body paragraph, did the student fail the assignment?

The student fell short of the goal of writing a thesis paragraph, but there certainly was some degree of understanding, since the student was able to write an analytical body paragraph. Make allowances for that and offer positive guidance.

3. Be transparent in your introduction of the work: Don’t sugarcoat the assignment or project by telling your students it’s “so easy” or that everyone will “get it.” On the contrary, tell your students the task will be difficult, but the work they’re about to do is worthy of their time and their talent.

Let students know they’ll encounter setbacks and obstacles as a part of learning that task, but with support from you, their classmates, and various teacher-chosen resources, students will be able to meet that challenge and work toward mastery of the goal.

4. Give students the time and space they need to be successful: Create learning opportunities to normalize development and empower students to realize that learning takes time and that mastery isn’t the end of growth. We’re all working within parameters of schedules, and those schedules dictate the time spent on learning. Often those schedules are determined by mandates beyond our control, but there are ways we can offer time and space within our own classrooms.

To add in extra time, maybe the lesson covers two class periods instead of one; or maybe the teacher is able to co-teach with another educator to assist students who might need extra help, therefore moving the learning at a more structured pace.

To offer extra space, perhaps the teacher and students could utilize the library or auditorium to give students more room to create groups or pods of learning; or maybe the teacher is able to create learning situations that move beyond the classroom walls through the use of virtual field trips. We’ve seen the curiosity and wonder in our students as they devour something that piques their interest because they have the time and the space to dig deep into something of relevance to them.

Where each student is on their learning journey at any given time is a result of situations and experiences that might often be beyond our control. We know that high expectations don’t mean anything if the learning process doesn’t support achieving them.

Designing classrooms and routines that normalize productive struggle as part of the learning process gives students the opportunity to meet those high expectations within a supportive yet challenging classroom community.
The author cites Jo Boaler, who talks about the importance of struggles and mistakes in the learning process. According to the text, to promote a thriving learning environment, a teacher should provide__________  to their students.
The words that correctly complete the sentence are
Alternativas
Q2143855 Inglês
INSTRUCTION: Read the article to answer question.

Making Sure Students’ Struggles Are Productive
By Peg Grafwallner

While we know every learning challenge is an empowering opportunity to grow, we also know that message might sometimes be lost on our students. Those learning challenges can cause some students to become frustrated and shut down from the learning.

We need to empower our students to celebrate those learning challenges and help them realize that obstacles and setbacks are a valued part of the classroom culture. We need to create a not-yet classroom where productive struggle is encouraged and students see themselves as capable learners and fearless risk-takers. The not-yet approach is all about designing and creating an authentic classroom culture that encourages the process of learning while accepting that setbacks and obstacles are part of that process.

EMBRACING THE STRUGGLE

Let’s start with productive struggle. According to Jo Boaler, professor at Stanford Graduate School of Education, “If you aren’t struggling, you aren’t really learning. When we’re struggling and making mistakes, those are the very best times for our brains.”

As educators we understand and appreciate the importance of that struggle. We have often struggled ourselves to learn something new. But because that new learning was important to us and because we had support in case we weren’t successful, we continued until we achieved our goal.

So how do we create a classroom community where students value the importance of that struggle and where they see themselves as not-yet learners?

Here are four suggestions to help you create a not-yet classroom.

1. Create a vigorous learning intention: Scaffold success criteria that give students the opportunity to make sense of what they’re supposed to know and be able to do. Give students a chance to ask questions about the learning intention and time to paraphrase it so that it makes sense to them.

In my book Ready to Learn: The FRAME Model for Optimizing Student Success, I explain, “When students paraphrase the learning intention and success criteria, it gives teachers a chance to discover what their students know or understand about the learning intention.”

This discovery is critical because if students find paraphrasing the learning intention a challenge, this could indicate a gap in the students’ learning. Teachers, then, can address this gap and, if necessary, rewrite the success criteria so that the students have the opportunity to overcome the deficit.

 Scaffolding the success criteria provides a means to motivate students and gives students an opportunity to self-assess their understanding and determine whether they’ve achieved that particular criterion. As students move through the success criteria, there’s a sense of empowerment – they know they’re heading successfully toward the fulfillment of the learning intention. If they haven’t met a specific criterion, however, the teacher can dedicate time so that students are able to work in small groups with their peers or one-on-one with their teacher for more support in meeting that criterion.

2. Eliminate the word failure from your vocabulary: As an example, if your essay directions asked students to write a thesis paragraph and a student turned in a body paragraph, did the student fail the assignment?

The student fell short of the goal of writing a thesis paragraph, but there certainly was some degree of understanding, since the student was able to write an analytical body paragraph. Make allowances for that and offer positive guidance.

3. Be transparent in your introduction of the work: Don’t sugarcoat the assignment or project by telling your students it’s “so easy” or that everyone will “get it.” On the contrary, tell your students the task will be difficult, but the work they’re about to do is worthy of their time and their talent.

Let students know they’ll encounter setbacks and obstacles as a part of learning that task, but with support from you, their classmates, and various teacher-chosen resources, students will be able to meet that challenge and work toward mastery of the goal.

4. Give students the time and space they need to be successful: Create learning opportunities to normalize development and empower students to realize that learning takes time and that mastery isn’t the end of growth. We’re all working within parameters of schedules, and those schedules dictate the time spent on learning. Often those schedules are determined by mandates beyond our control, but there are ways we can offer time and space within our own classrooms.

To add in extra time, maybe the lesson covers two class periods instead of one; or maybe the teacher is able to co-teach with another educator to assist students who might need extra help, therefore moving the learning at a more structured pace.

To offer extra space, perhaps the teacher and students could utilize the library or auditorium to give students more room to create groups or pods of learning; or maybe the teacher is able to create learning situations that move beyond the classroom walls through the use of virtual field trips. We’ve seen the curiosity and wonder in our students as they devour something that piques their interest because they have the time and the space to dig deep into something of relevance to them.

Where each student is on their learning journey at any given time is a result of situations and experiences that might often be beyond our control. We know that high expectations don’t mean anything if the learning process doesn’t support achieving them.

Designing classrooms and routines that normalize productive struggle as part of the learning process gives students the opportunity to meet those high expectations within a supportive yet challenging classroom community.
The author states that “… learning challenges can cause some students to become frustrated and shut down from the learning.” A synonym for the verb to shut down is
Alternativas
Q2143854 Inglês
INSTRUCTION: Read the article to answer question.

Making Sure Students’ Struggles Are Productive
By Peg Grafwallner

While we know every learning challenge is an empowering opportunity to grow, we also know that message might sometimes be lost on our students. Those learning challenges can cause some students to become frustrated and shut down from the learning.

We need to empower our students to celebrate those learning challenges and help them realize that obstacles and setbacks are a valued part of the classroom culture. We need to create a not-yet classroom where productive struggle is encouraged and students see themselves as capable learners and fearless risk-takers. The not-yet approach is all about designing and creating an authentic classroom culture that encourages the process of learning while accepting that setbacks and obstacles are part of that process.

EMBRACING THE STRUGGLE

Let’s start with productive struggle. According to Jo Boaler, professor at Stanford Graduate School of Education, “If you aren’t struggling, you aren’t really learning. When we’re struggling and making mistakes, those are the very best times for our brains.”

As educators we understand and appreciate the importance of that struggle. We have often struggled ourselves to learn something new. But because that new learning was important to us and because we had support in case we weren’t successful, we continued until we achieved our goal.

So how do we create a classroom community where students value the importance of that struggle and where they see themselves as not-yet learners?

Here are four suggestions to help you create a not-yet classroom.

1. Create a vigorous learning intention: Scaffold success criteria that give students the opportunity to make sense of what they’re supposed to know and be able to do. Give students a chance to ask questions about the learning intention and time to paraphrase it so that it makes sense to them.

In my book Ready to Learn: The FRAME Model for Optimizing Student Success, I explain, “When students paraphrase the learning intention and success criteria, it gives teachers a chance to discover what their students know or understand about the learning intention.”

This discovery is critical because if students find paraphrasing the learning intention a challenge, this could indicate a gap in the students’ learning. Teachers, then, can address this gap and, if necessary, rewrite the success criteria so that the students have the opportunity to overcome the deficit.

 Scaffolding the success criteria provides a means to motivate students and gives students an opportunity to self-assess their understanding and determine whether they’ve achieved that particular criterion. As students move through the success criteria, there’s a sense of empowerment – they know they’re heading successfully toward the fulfillment of the learning intention. If they haven’t met a specific criterion, however, the teacher can dedicate time so that students are able to work in small groups with their peers or one-on-one with their teacher for more support in meeting that criterion.

2. Eliminate the word failure from your vocabulary: As an example, if your essay directions asked students to write a thesis paragraph and a student turned in a body paragraph, did the student fail the assignment?

The student fell short of the goal of writing a thesis paragraph, but there certainly was some degree of understanding, since the student was able to write an analytical body paragraph. Make allowances for that and offer positive guidance.

3. Be transparent in your introduction of the work: Don’t sugarcoat the assignment or project by telling your students it’s “so easy” or that everyone will “get it.” On the contrary, tell your students the task will be difficult, but the work they’re about to do is worthy of their time and their talent.

Let students know they’ll encounter setbacks and obstacles as a part of learning that task, but with support from you, their classmates, and various teacher-chosen resources, students will be able to meet that challenge and work toward mastery of the goal.

4. Give students the time and space they need to be successful: Create learning opportunities to normalize development and empower students to realize that learning takes time and that mastery isn’t the end of growth. We’re all working within parameters of schedules, and those schedules dictate the time spent on learning. Often those schedules are determined by mandates beyond our control, but there are ways we can offer time and space within our own classrooms.

To add in extra time, maybe the lesson covers two class periods instead of one; or maybe the teacher is able to co-teach with another educator to assist students who might need extra help, therefore moving the learning at a more structured pace.

To offer extra space, perhaps the teacher and students could utilize the library or auditorium to give students more room to create groups or pods of learning; or maybe the teacher is able to create learning situations that move beyond the classroom walls through the use of virtual field trips. We’ve seen the curiosity and wonder in our students as they devour something that piques their interest because they have the time and the space to dig deep into something of relevance to them.

Where each student is on their learning journey at any given time is a result of situations and experiences that might often be beyond our control. We know that high expectations don’t mean anything if the learning process doesn’t support achieving them.

Designing classrooms and routines that normalize productive struggle as part of the learning process gives students the opportunity to meet those high expectations within a supportive yet challenging classroom community.
The author claims that
Alternativas
Q2143853 Inglês

INSTRUCTION: Read the comic strip to answer question.




Available at: https://www.gocomics.com/peanuts/1970/01/26. Accessed on: Oct. 10, 2022. 

Patty told her buddy that she
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Respostas
3861: D
3862: B
3863: A
3864: C
3865: B
3866: D
3867: C
3868: B
3869: B
3870: A
3871: C
3872: D
3873: C
3874: B
3875: D
3876: C
3877: B
3878: A
3879: B
3880: A