Is commun knowledge that many teachers teach students to perform, compose, and appraise, but tend... more Is commun knowledge that many teachers teach students to perform, compose, and appraise, but tend to assess music learning through written tests. This fact shows that some teachers believe that they are really assessing the music making processes, and also that other teachers think it is very difficult to assess musical making because of the immaterial nature of music. It is not only a very interesting problem, but also a generalized one, that affects specialist music teachers and non-specialists like kindergarten and primary school teachers. The experiments conducted during the last three years in the Master of Arts in Teaching Music for General Schools kept the written tests to assess theoretical knowledge, but introduced a new assessment device, rubrics with progression descriptors. These rubrics, although sharing common principles, are tailored for each musical activity, piece of music, and class, and applied both on live and on audio/video recordings. Rubrics are written by teachers, not by students, but are used by the later as a formative self-assessment tool to devise and overcome musical problems. In each activity we compared the assessment by the teachers with students’ self-assessment and obtained a very high positive co-relation. We still need to confirm these results by conducting a new research involving a larger group of teachers. The music making assessment rubrics will be part of the next continuous professional development programme at the higher education institution previously mentioned.
"As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for o... more "As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing.
The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e-learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job.
Not all subjects are suitable for e-learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others.
We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e-learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files.
Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non-formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it."
"Fazer MÚSICA caracteriza-nos como espécie, faz parte da nossa essência. Gostamos de a fazer porq... more "Fazer MÚSICA caracteriza-nos como espécie, faz parte da nossa essência. Gostamos de a fazer porque ela nos permite partilhar algo com os outros, fortalecendo e estabilizando a nossa personalidade. E todos somos capazes de a fazer. É verdade que quando nos comparamos com os instrumentistas poucos nos consideraremos músicos ou sequer “musicais”, no entanto todos já nos envolvemos em muitas e variadas actividades musicais.
Na Escola, o debate sobre o que se deve aprender e a hierarquia dos saberes vem desde Platão, mas hoje sabemos que a MÚSICA dá contributos essenciais e únicos: o seu potencial criativo, é uma forma de comunicação emocional; as suas funções nas comunidades. Assim, o entendimento actual em vários Sistemas Educativos Ocidentais é o de ensinar MÚSICA a todos, de desenvolver as capacidades musicais de todas as crianças, numa perspectiva do desenvolvimento global das capacidades inatas do ser humano. Para isto, quem melhor que o professor da turma para integrar a MÚSICA com as outras áreas do saber."
Ouvir, tocar e compor é para todos os alunos durante os nove anos Ensino Básico. Educadores de In... more Ouvir, tocar e compor é para todos os alunos durante os nove anos Ensino Básico. Educadores de Infância e Professores do 1º ciclo devem ser coadjuvados pelos professores de Música dos 2º e 3º ciclos. Em 20 anos muitos aspectos melhoraram, mas ainda nos encontramos num nível manifestamente insatisfatório. As dificuldades estão identificadas e já existem propostas para as ultrapassar.
Early childhood education has been ensured mostly by women, and this profession is traditionally ... more Early childhood education has been ensured mostly by women, and this profession is traditionally associated with the feminine gender. Recently, the number of men in this profession has increased in Europe. However, the role of the male educator is understudied. In order to contribute to this body of knowledge, we studied the differences and similarities of the interactive behavior of male and female educators with children with 3 years old without developmental problems. In this study, female and male educators were observed independently in the same experimental situation as partners with the child in a playful activity of construction. Later, we analyzed the interactive and communicative quality of Educators. For that purpose, 10 male educators and 11 female educators built a product of their choice, with the child, with the materials and tools available in about 20 minutes. This study aims were to: i) describe and compare products made by male and female dyads, as well as the choice of materials; ii) compare the interactive behavior of male and female educators regarding empathy, ability to challenge the child, dialogical interaction, communication contends and cooperativity with child; and iii) the quality of communication. Our findings indicate differences in the way male and female educators communicate but fewer differences in the interactive quality. The professional experience, employment status and parenthood seemed to affect their behavior.
Is commun knowledge that many teachers teach students to perform, compose, and appraise, but tend... more Is commun knowledge that many teachers teach students to perform, compose, and appraise, but tend to assess music learning through written tests. This fact shows that some teachers believe that they are really assessing the music making processes, and also that other teachers think it is very difficult to assess musical making because of the immaterial nature of music. It is not only a very interesting problem, but also a generalized one, that affects specialist music teachers and non-specialists like kindergarten and primary school teachers. The experiments conducted during the last three years in the Master of Arts in Teaching Music for General Schools kept the written tests to assess theoretical knowledge, but introduced a new assessment device, rubrics with progression descriptors. These rubrics, although sharing common principles, are tailored for each musical activity, piece of music, and class, and applied both on live and on audio/video recordings. Rubrics are written by teachers, not by students, but are used by the later as a formative self-assessment tool to devise and overcome musical problems. In each activity we compared the assessment by the teachers with students’ self-assessment and obtained a very high positive co-relation. We still need to confirm these results by conducting a new research involving a larger group of teachers. The music making assessment rubrics will be part of the next continuous professional development programme at the higher education institution previously mentioned.
"As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for o... more "As teachers, we are challenged everyday to solve pedagogical problems and we have to fight for our students’ attention in a media rich world. I will talk about how we use ICT in Initial Teacher Training and give you some insight on what we are doing.
The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e-learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job.
Not all subjects are suitable for e-learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others.
We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e-learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files.
Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non-formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it."
"Fazer MÚSICA caracteriza-nos como espécie, faz parte da nossa essência. Gostamos de a fazer porq... more "Fazer MÚSICA caracteriza-nos como espécie, faz parte da nossa essência. Gostamos de a fazer porque ela nos permite partilhar algo com os outros, fortalecendo e estabilizando a nossa personalidade. E todos somos capazes de a fazer. É verdade que quando nos comparamos com os instrumentistas poucos nos consideraremos músicos ou sequer “musicais”, no entanto todos já nos envolvemos em muitas e variadas actividades musicais.
Na Escola, o debate sobre o que se deve aprender e a hierarquia dos saberes vem desde Platão, mas hoje sabemos que a MÚSICA dá contributos essenciais e únicos: o seu potencial criativo, é uma forma de comunicação emocional; as suas funções nas comunidades. Assim, o entendimento actual em vários Sistemas Educativos Ocidentais é o de ensinar MÚSICA a todos, de desenvolver as capacidades musicais de todas as crianças, numa perspectiva do desenvolvimento global das capacidades inatas do ser humano. Para isto, quem melhor que o professor da turma para integrar a MÚSICA com as outras áreas do saber."
Ouvir, tocar e compor é para todos os alunos durante os nove anos Ensino Básico. Educadores de In... more Ouvir, tocar e compor é para todos os alunos durante os nove anos Ensino Básico. Educadores de Infância e Professores do 1º ciclo devem ser coadjuvados pelos professores de Música dos 2º e 3º ciclos. Em 20 anos muitos aspectos melhoraram, mas ainda nos encontramos num nível manifestamente insatisfatório. As dificuldades estão identificadas e já existem propostas para as ultrapassar.
Early childhood education has been ensured mostly by women, and this profession is traditionally ... more Early childhood education has been ensured mostly by women, and this profession is traditionally associated with the feminine gender. Recently, the number of men in this profession has increased in Europe. However, the role of the male educator is understudied. In order to contribute to this body of knowledge, we studied the differences and similarities of the interactive behavior of male and female educators with children with 3 years old without developmental problems. In this study, female and male educators were observed independently in the same experimental situation as partners with the child in a playful activity of construction. Later, we analyzed the interactive and communicative quality of Educators. For that purpose, 10 male educators and 11 female educators built a product of their choice, with the child, with the materials and tools available in about 20 minutes. This study aims were to: i) describe and compare products made by male and female dyads, as well as the choice of materials; ii) compare the interactive behavior of male and female educators regarding empathy, ability to challenge the child, dialogical interaction, communication contends and cooperativity with child; and iii) the quality of communication. Our findings indicate differences in the way male and female educators communicate but fewer differences in the interactive quality. The professional experience, employment status and parenthood seemed to affect their behavior.
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Talks by Mário Relvas
The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e-learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job.
Not all subjects are suitable for e-learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others.
We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e-learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files.
Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non-formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it."
Na Escola, o debate sobre o que se deve aprender e a hierarquia dos saberes vem desde Platão, mas hoje sabemos que a MÚSICA dá contributos essenciais e únicos: o seu potencial criativo, é uma forma de comunicação emocional; as suas funções nas comunidades. Assim, o entendimento actual em vários Sistemas Educativos Ocidentais é o de ensinar MÚSICA a todos, de desenvolver as capacidades musicais de todas as crianças, numa perspectiva do desenvolvimento global das capacidades inatas do ser humano. Para isto, quem melhor que o professor da turma para integrar a MÚSICA com as outras áreas do saber."
Books by Mário Relvas
This study aims were to: i) describe and compare products made by male and female dyads, as well as the choice of materials; ii) compare the interactive behavior of male and female educators regarding empathy, ability to challenge the child, dialogical interaction, communication contends and cooperativity with child; and iii) the quality of communication. Our findings indicate differences in the way male and female educators communicate but fewer differences in the interactive quality. The professional experience, employment status and parenthood seemed to affect their behavior.
Papers by Mário Relvas
The most important benefit of using ICT in education is that it makes us reflect on our practice. There is no doubt that our classrooms need to be updated, but we need to be critical about every peace of hardware, software or service that we bring into them. It is not only because our budgets are short, but also because e-learning is primarily about learning, not technology. Therefore, we need to have the knowledge and skills required to act in different situations, and choose the best tool for the job.
Not all subjects are suitable for e-learning, nor do all students have the skills to organize themselves their own study times. Also not all teachers want to spend time programming or learning about instructional design and metadata. The promised land of easy use of authoring tools (e.g. eXe and Reload) that will lead to all teachers become Learning Objects authors and share these LO in Repositories, all this failed, like previously HyperCard, Toolbook and others.
We need to know a little bit of many different technologies so we can mobilize this knowledge when a situation requires it: integrate e-learning technologies in the classroom, not a flipped classroom, just simple tools. Lecture capture, mobile phones and smartphones, pocket size camcorders, VoIP, VLE, live video broadcast, screen sharing, free services for collaborative work, save, share and sync your files.
Do not feel stressed to use everything, every time. Just because we have a whiteboard does not mean we have to make it the centre of the classroom. Start from where you are, with your preferred subject and the tools you master. Them go slowly and try some new tool in a non-formal situation and with just one or two students. And you don’t need to be alone: subscribe a mailing list and share your thoughts with other teachers in a dedicated forum, even better if both are part of a community of practice, and share resources. We did that for music teachers and it was a success, in two years arriving at 1.000 members. Just do it."
Na Escola, o debate sobre o que se deve aprender e a hierarquia dos saberes vem desde Platão, mas hoje sabemos que a MÚSICA dá contributos essenciais e únicos: o seu potencial criativo, é uma forma de comunicação emocional; as suas funções nas comunidades. Assim, o entendimento actual em vários Sistemas Educativos Ocidentais é o de ensinar MÚSICA a todos, de desenvolver as capacidades musicais de todas as crianças, numa perspectiva do desenvolvimento global das capacidades inatas do ser humano. Para isto, quem melhor que o professor da turma para integrar a MÚSICA com as outras áreas do saber."
This study aims were to: i) describe and compare products made by male and female dyads, as well as the choice of materials; ii) compare the interactive behavior of male and female educators regarding empathy, ability to challenge the child, dialogical interaction, communication contends and cooperativity with child; and iii) the quality of communication. Our findings indicate differences in the way male and female educators communicate but fewer differences in the interactive quality. The professional experience, employment status and parenthood seemed to affect their behavior.