Como Trabalhar com Turmas MULTISSERIADAS? | Educador Nota 10 | Maro Camargo | 18 de 365

Summary

In this inspiring video, Professor Adriana showcases how she successfully teaches a multigrade class, ranging from preschool to fourth grade, in a rural school in Bahia. She tackles the challenge of heterogeneous knowledge by using a project-based approach, where students collaboratively research endangered birds. The project involves discussions, group work, note-taking, and a presentation by a local environmental secretary. Adriana's thoughtful interventions allow all students, regardless of literacy levels, to contribute and learn together. This example highlights how to effectively teach mixed-age groups and create a collaborative, inclusive learning environment.

Takeaways

• 😀 A multigrade classroom, such as one with students from preschool to the 4th or 5th grade, requires strategies that address the diverse learning needs of students.
• 😀 The teacher, Adriana, demonstrates how to work with multigrade classrooms through a project on extinct birds, allowing children of varying literacy levels to collaborate and learn together.
• 😀 The first step in the project was a conversation circle where students discussed what animals they wanted to study, leading to the selection of the emu as the main subject.
• 😀 Students were divided into groups based on their literacy levels, with more experienced readers helping those who were less familiar with reading. This encouraged peer learning.
• 😀 Each group was tasked with reading specific materials on the causes and consequences of extinction, taking notes on key information and using strategies like highlighting important words.
• 😀 The project included collective production, where students shared their notes and ideas, and they learned to organize their thoughts through both written and oral presentations.
• 😀 The students learned how to take notes effectively, especially when listening to an expert, in this case, a lecture by the Secretary of the Environment about endangered species in Brazil.
• 😀 The project also incorporated a community-building aspect, as students invited others in the school to participate and learn about environmental issues like species extinction.
• 😀 Throughout the project, students worked together to gather information from various sources, including reading texts, images, and local research.
• 😀 Teacher Adriana's approach ensures that all students, regardless of their literacy levels, are included in the learning process. She tailors interventions based on each student’s needs, fostering collaborative learning.
• 😀 This project shows how to transform a challenge, like teaching in a multigrade classroom, into an opportunity for students to learn from one another and develop important skills, such as critical thinking and collaboration.

Q & A

What is the main focus of the project described in the video?

The project focuses on working with multigrade classrooms, where students from different grade levels, from preschool to the 4th or 5th grade, work together to study and learn about the extinction of animals, particularly birds.

How does Professor Adriana address the challenge of teaching a multigrade class?

Professor Adriana divides the class into groups, pairing more experienced students with less experienced ones. The more knowledgeable students help their peers by guiding them in reading, taking notes, and completing tasks.

What topic did the class decide to study for their project?

The class decided to study the extinction of animals, specifically focusing on endangered bird species, and explored the causes and consequences of extinction.

What role does the teacher play during the project?

The teacher intervenes by providing direct support to each student based on their individual needs. She helps less experienced readers learn to read and supports more advanced students in writing and producing texts, ensuring no student is left behind.

How does the project promote collaboration among students?

The project encourages collaboration by organizing students into mixed-ability groups. They work together to research, take notes, and create a collective output, fostering teamwork and mutual assistance.

How do students contribute to the project even if they have different reading levels?

Students who cannot read yet focus on identifying key words in the texts, while more experienced readers read aloud to assist their peers. This division of tasks allows all students to contribute based on their abilities.

What was the importance of the lecture by the Secretary of the Environment?

The lecture by the Secretary of the Environment provided the students with valuable information about extinct and endangered birds in Brazil. It also served as an opportunity for the students to take notes and gain firsthand knowledge on the topic.

How did the project use various sources for research?

The students gathered information from different sources, including texts, images, and research materials they found locally. They also consulted encyclopedias and other references to gather a well-rounded understanding of the topic.

What was the outcome of the project for the students?

The students not only learned about animal extinction but also developed important skills, such as note-taking, using encyclopedias, and collaborating with others. The project helped them apply their knowledge in a meaningful way while promoting teamwork.

What key teaching method does Professor Adriana use to ensure that no student is left behind?

Professor Adriana ensures that no student is left behind by tailoring her interventions based on each student’s individual learning needs, whether it’s helping with reading, note-taking, or writing. This personalized approach allows all students to participate and learn effectively.