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Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Educação Física |
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
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
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Educação Física |
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
A categoria dos esportes classificados como técnico-combinatórios abrange as modalidades
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Educação Física |
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
Na abordagem desenvolvimentista
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Educação Física |
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
No âmbito dos saberes pedagógicos em crise, ao recolocar questões tão relevantes agora quanto foram na década de 60, de acordo com Freire
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Educação Física |
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.
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.
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Educação Física |
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
Atualmente, no jogo de basquetebol
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Educação Física |
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
O treinamento de força induz
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143857
Inglês
Texto associado
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
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143856
Inglês
Texto associado
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
The words that correctly complete the sentence are
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143855
Inglês
Texto associado
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
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143854
Inglês
Texto associado
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
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143853
Inglês
Texto associado
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
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143852
Inglês
Texto associado
INSTRUCTION: Read the comic strip to answer question.
Available at: https://www.gocomics.com/peanuts/1970/01/26. Accessed on: Oct. 10, 2022.
Why is Patty cheerful about her book report?
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Língua Inglesa |
Q2143851
Inglês
Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be
acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.
[…]
Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on: Oct. 10, 2022.
The BNCC abilities listed above are examples of ones which reinforce the use of basic skills and systemic knowledge of the English language. In the English teaching context, it is strongly recommended that English teachers mainly help students
[…]
Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment]. Accessed on: Oct. 10, 2022.
The BNCC abilities listed above are examples of ones which reinforce the use of basic skills and systemic knowledge of the English language. In the English teaching context, it is strongly recommended that English teachers mainly help students
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Ensino Religioso |
Q2143807
Pedagogia
Sobre a relação entre o Alcorão, livro sagrado do
Islamismo, e o mês do Ramadã, assinale a alternativa
correta.
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Ensino Religioso |
Q2143806
Pedagogia
“Há um nobre caminho do meio, que leva à paz,
ao conhecimento, à iluminação, ao nirvana. Que caminho
do meio é esse? É simplesmente o Nobre caminho
Óctuplo” (Buda)
O Livro das Religiões. São Paulo: Globo Livros, 2014.
De acordo com os ensinamentos do Buda, o Nobre Caminho Óctuplo deve ser seguido para pôr fim
O Livro das Religiões. São Paulo: Globo Livros, 2014.
De acordo com os ensinamentos do Buda, o Nobre Caminho Óctuplo deve ser seguido para pôr fim
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Ensino Religioso |
Q2143805
Pedagogia
São líderes religiosos do Judaísmo, Budismo Tibetano e
Hinduísmo, respectivamente,
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Ensino Religioso |
Q2143804
Pedagogia
De repente, todos os caminhos levam à redoma de
vidro identificada em simpáticas plaquinhas com
ícones árabes como “Prayer Room”. Pela primeira vez,
em 92 anos, as arenas da Copa são equipadas com Sala
de Oração. A inédita edição do Mundial no Oriente Médio
tem como uma das campanhas a tolerância religiosa.
O respeito à fé dos povos árabes.
Disponível em: https://www.correiobraziliense.com.br/ esportes/2022/12/5056633-copa-como-funcionam-as-salas-deoracao-instaladas-nos-estadios-do-catar.html. Acesso em: 10 dez. 2022.
Segundo a notícia, a oferta de uma sala de oração durante a Copa do Mundo no Catar, em 2022, é uma expressão de tolerância religiosa, entendida como respeito à fé dos povos árabes.
Em relação à tolerância religiosa, assinale a alternativa correta.
Disponível em: https://www.correiobraziliense.com.br/ esportes/2022/12/5056633-copa-como-funcionam-as-salas-deoracao-instaladas-nos-estadios-do-catar.html. Acesso em: 10 dez. 2022.
Segundo a notícia, a oferta de uma sala de oração durante a Copa do Mundo no Catar, em 2022, é uma expressão de tolerância religiosa, entendida como respeito à fé dos povos árabes.
Em relação à tolerância religiosa, assinale a alternativa correta.
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Ensino Religioso |
Q2143803
Pedagogia
Segundo o Currículo de Referência de Minas Gerais,
ao longo dos anos “foram elaboradas propostas
curriculares, cursos de formação inicial e continuada
e materiais didático-pedagógicos que contribuíram
para a construção da área do Ensino Religioso, cujas
natureza e finalidades pedagógicas são distintas da
confessionalidade” (MINAS GERAIS, Secretaria de
Estado da Educação. Currículo Referência de Minas
Gerais, p. 885).
Assinale a alternativa que apresenta a natureza e as finalidades pedagógicas do Ensino Religioso, de acordo com o Currículo de Referência de Minas Gerais.
Assinale a alternativa que apresenta a natureza e as finalidades pedagógicas do Ensino Religioso, de acordo com o Currículo de Referência de Minas Gerais.
Ano: 2023
Banca:
FUNDEP (Gestão de Concursos)
Órgão:
Prefeitura de Sete Lagoas - MG
Prova:
FUNDEP (Gestão de Concursos) - 2023 - Prefeitura de Sete Lagoas - MG - Professor de Educação Básica - Ensino Religioso |
Q2143802
Pedagogia
“A relação com cada orixá constitui uma fonte intuitiva
que nos ensina a cuidar da natureza. Dentro da tradição
africana uma afirmação dita constantemente é “kosi ewé,
kosi orisa” que significa: “sem folha não há vida”. Esse
saber ecológico contido na espiritualidade das religiões
de matriz africana é um grande caminho para o cuidado
com o planeta terra e garantia da sobrevivência humana”.
FELIX, Jonathan. Candomblé: Espiritualidade do Cuidado. In: REVISTA SENSO. Religiões de matriz africana. Edição 1. Disponível em: https://revistasenso.com.br/edicao-01-religioesde-matriz-africanas/. Acesso em: 5 dez. 2022.
Considerando essas informações sobre o Candomblé, assinale a alternativa correta.
FELIX, Jonathan. Candomblé: Espiritualidade do Cuidado. In: REVISTA SENSO. Religiões de matriz africana. Edição 1. Disponível em: https://revistasenso.com.br/edicao-01-religioesde-matriz-africanas/. Acesso em: 5 dez. 2022.
Considerando essas informações sobre o Candomblé, assinale a alternativa correta.
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