Projeto De Intervenção Pedagógica

Projeto De Intervenção Pedagógica – Pedagogical Intervention Program MUNICIPAL PIP/MUNICIPAL INTERVENTION PLAN Regional Team Meeting March 20-22, 2013 Secretary of State for Education Deputy Secretary for Basic Education Development Regional Supervision of Early Childhood and Primary Education Regional Educational Guidance – Patos de Minas Secretary of Education State of Minas Gerais SPO-FBB

It involves preparing the teaching program and (re)planning school actions, taking into account the needs presented by students in their different stages of learning and performance, revealed by external and internal evaluation. It comes from the collective expression of the school team in seeking other ways to achieve the goals that the school must achieve.

Projeto De Intervenção Pedagógica

Projeto De Intervenção Pedagógica

The 1st, 2nd and 3rd years of primary school guarantee all students their right to study (Res. 2197/2012), with the aim of developing the skills proposed in the Curriculum Matrix. Increase student learning, especially in reading/literacy and mathematics. Provide a differentiated service to all students at the right time, especially low-achieving students, to support the achievement of Proalfa’s goals.

Projeto De Intervenção Pedagógica: Utilizando Jogos Com Crianças Que Apresentam Dificuldades De Aprendizagem Em Matemática

From the school administrator: Lead, coordinate and integrate the school team in the process of creating an educational intervention program that best fits the reality of the school. Define planning and assessment activities, based on student learning outcomes, external and internal assessment. Monitoring, tracking and ensuring the necessary support for the development of planned measures within the development of the Teaching Intervention Program. Encourage, together with the school team, periods of reflection on the performance of students and the results obtained after the teaching intervention to redefine the actions.

From the expert: He coordinates and clarifies the process of preparing the Educational Intervention Plan, participating with school administrators, taking into account the results of external and internal evaluations. Coordinates, coordinates, monitors and explains, together with the teaching staff, the planning and implementation of teaching interventions, to ensure that the reality of the student is the focus (re) of making the size of activities, prioritized for students who do not pass well. Encouraging moments of integration, learning, reflection, in the continuous rethinking of teaching practice, which provides practical steps that contribute to improving the quality of this education. Know the guiding principles of the Curriculum Matrix to ensure the definition of actions that promote diversity of behavior and the creation of a context for the collaborative work of teachers. Advising on teacher actions by observing and advising on the recording of teaching interventions.

From the teacher: Create a daily plan of teaching activity in the classroom to be developed under the coordination and guidance of the teacher, with new methods, such as didactic sequences, projects and teaching workshops, among others. . Identify the specific skills to be worked on and the desired level of performance to be achieved by students, taking into account their characteristics and the teaching interventions needed to best help them. Analyze the teaching results of internal and external evaluations, assess student performance and propose teaching intervention activities in the classroom and, if necessary, in ad hoc groups supported by experts outside the classroom. Keep records of actions taken within the teaching intervention. Participate in evaluation/demonstration sessions of the results achieved after the instructional intervention.

From teacher to instructional library use: Analyze and use the results of internal and external evaluations to support instructional interventions. Participates in the design and implementation of the Teaching Intervention Program, through systematic actions, together with teachers, experts and the department. Assists individually or in small groups with students with reading and writing difficulties, in accordance with the instructional guidelines of the regent teacher and specialist. Encourage and help teachers create “learning corners” in the classroom. To promote happy learning and writing environments through reading, writing, music, theater, festivals, dance, cultural shows, etc. Familiarizing students with different text media to ensure identification of text type, its features and purpose.

Trabalho De Intervenção Pedagógica No Ensino De Física



10 PLANNING IS NECESSARY The planning of daily activities that make up the regular teaching work “must be set up in a flexible and flexible way, subject to redirection due to process evaluation, changes in student performance and even unexpected events in the daily life of the school. “. (Caderno 06 SEE / Ceale p.23) NECESSARY TO PLAN. Assessment is at the core of this teaching goal, understanding the knowledge and skills our students already have, what they need to know and what needs to be strengthened.

Projeto De Intervenção Pedagógica

11 PLANNING IS NECESSARY Book 6 (CEALE – Planning for Learning) and emphasizes the importance of planning This book confirms the importance of planning in planning classroom work, presents assessment activities and describes suggestions for interventions in the types of student planning.

Projeto De Intervenção I

ANALYSIS OF THE CURRENT SITUATION OF STUDENT ACHIEVEMENT – Identify the weaknesses that directly affected the results of the diagnostic tests, such as: inadequate test methods and procedures, important content that was not considered, skills that were not worked on, etc. n. DEVELOPMENT PLANNING – Use a variety of materials such as: PPP, School Teaching Entry Program detailing the skills contained in the learning matrix; Pro Literacy, age-appropriate National Literacy Pact notebooks, literacy workbook, teaching practice suggestions, textbooks, SEEMG/Ceale notebooks, and more. The teacher’s teaching intervention in the classroom is what determines the success of the proposal!

PLANNING EDUCATION INTERVENTIONS IN AND OUTSIDE EDUCATION METHODS AND STRATEGIES FOR TEACHING INTERVENTIONS Create a schedule for action and accountability. Decide according to the profile of the class which service organization is most appropriate: temporary groups, unity window, service from the PEUB teacher and/or from time to time, supervision, apprentices, school friends, among others. Use learning spaces such as the library, study room, labs and more.

INSIDE AND OUTSIDE THE CLASSROOM PLANNING Teaching interventions LEARNING MATERIALS – Create and use a variety of teaching materials available in the school to develop playful, meaningful and fun classrooms. ADMINISTRATIVE FOLLOW-UP – Assemble a team of school experts to ensure that educational interventions are implemented and visit classrooms. MONITORING EXPERTS – Visit classrooms to observe the development of the Intervention Program and provide feedback to the teacher. EVALUATION – Evaluation of teaching interventions allows the teacher to review specific teaching and learning situations and, if necessary, revise the teaching plan, teaching methods, content with the support of the teaching team. Record monitoring actions.

Provide the classroom with several media (books, comics, magazines) for students to read (eg reading chest, reading corner). Work on reading different types of texts. Take educational field trips with students to theaters, museums, zoos, historic cities, and more. During the trip, refresh the view of symbols and written records for reading and writing comprehension and analysis. Create times for “storytelling,” “retelling,” and establish learning and discussion as ongoing processes identified in the teacher’s lesson plan.

Projeto De IntervenÇÃo PedagÓgica

Hold a ‘News Day’: every Monday, for example, the main news of the week is read to (or by) the students. Instruct each student to read at least one page per day and write at least one paragraph per day. Promote a Student Poetry Thread and allow others to read it. Establish text creation as a daily school practice defined in the teacher’s lesson plan, using pictures, stories and/or silent films, etc. Create a “Literary Agenda” where students work through the works of specific authors over time.

AND NOW? WHAT ACTIONS SHOULD WE KEEP? Use diagnostic tests to identify mixed and mixed language and math skills, allowing for the right instructional intervention at the right time.

First Point Diagnostic Test Results Map IMINAS GERAIS STATE DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION PATOS DE MINAS – PHONES: (34) / / PORTUGUESE PORTUGUESE LANGUAGE EXAMINATION CAPTION SCHOOL: “Cantinho Feliz” Public School CONSOLIDATED CONSOLIDATED CLASSES OF SKILLS: 2 STUDENTS INTERVENTION D SKILLS ACHIEVED STUDENT NAME 1 3 4 5 6 7 8 9 10 11 12 13 14 15 A) 15 B) 16 17 18 19 20 TOTAL D1 D3 D1 D1 D6 D6 D6 D4 D17 D23 D18 D19 D21 D22 D24 Alvaro Rodrigo Ana Carolina Ana Clara Ariadna Soares Bruno Camargo Bruno Menezes Cecília Fabrícia Fernanda Gabriel Geovana Alves Geovana Cristina Geovana Roberta Giovana Ferreira 2 Nuratou Lucas 2 Lucas Caido Luisa 2 Paulo Caido May 2 Pereira 2 Lucas Giovanni Sil Caixes Isado May 2

Projeto De Intervenção Pedagógica

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