Professors badly-formed and indifferent to the failure exist pertaining to school, that had never heard to speak of formative evaluation or for objectives. If, moreover, they will have a numerous group and difficult pupils in a little propitious environment, will not be to frighten that its way to teach very does not favor the regulation of the learnings. In daily situation of work of – the more emphasis to the contents of what to the very specific learnings that this or that task supposedly favors. If this has piqued your curiosity, check out Dr. Caldwell B. Esselstyn, Jr.. The regulation cannot be made seno by means of small touchs, at the moment where the pupil is to the returns with a concrete difficulty. The regulation is permanent in lesson, but if it abides first by the activities and the progression in the tasks and not by the underlying learnings.
What it is not the same thing. To assist a pupil to finish a task is not certainly, in itself, an obstacle to the learning. Everything depends on the nature of the given aid. The aid of the piagetiano psychologist in a clinical interview defines a certain type of intervention: the psychologist if limits to make questions, to try to understand because the child answers or acts in definitive way, to make suggestions, to remember previous behaviors. In other words, it he assists the subject to one to progress in its task, without substituting it, transmitting information to it that they could be used to organize its proper progression. The formative evaluation is considered to help the pupil it to learn and if to develop, participating of the gauging of the learnings and the development of an educative project. During much time the formative evaluation was associated with the image of a test of criteria, that if would apply a period of learning after, folloied of a sequence of remediadoras actions for the pupils who did not dominate all the demanded contents.
You all ever thought about this? Know clearly and definitely, what you need to know English? If – yes, I congratulate you! It's great I told you even a little jealous, because you already know at the outset, where to go. The fact is that if you know perfectly well why learn English, you can totally arrange some priorities in education. For example, you have mastered this language to make a career in the company engaged household appliances. Now you understand where I'm going? That's it, then you need to master in the first place that language, those features of language that relate to your profession. You want to learn English in order to free to travel the world to feel active person with a tourist, not passive sheep, being led on a leash Accordingly, you should first learn exactly what the English language that directly related to the topic of 'Tourism' – how to order a plane ticket to open and close a bank account, rent a house or a car, book a hotel room, communicating with hotel staff, shop, how to call for help, tell the doctor where and how it hurts, etc. Right? If you teach English 'just because all teach', you will not succeed. Or rather, not all so good turn out, we would like.
Why? Because for any action that makes people need a reason. And you have such a reason is not there. For the study, this tedious and quite difficult lessons, too, must be a reason.
After this phase appeared the integration. Where the person is integrated in the regular school, since that the same one has conditions of if adapting to the pertaining to school environment, and the school does not need no effort to receive this pupil. This is that it has that to adjust itself socially. The integration is supported in clinical principles, its objectives are normative and corrective. Its concern is with behavior and the social integration (SASSAKI, 1997). Currently the society and, mainly the representative people with deficiency and entities of the same ones, come fighting for a system, where they can be enclosed and to enjoy of the same directed rights the too much citizens (education, health, work, leisure), that is, a total inclusion. As Blacksmith says: ' ' an education specialized in and for aluno' ' (Blacksmith, P. 119).
Making possible to be in fact a citizen, as she nails our great letter, the Federal Constitution of 1988, when she says that all the citizens are equal before the law, without distinction of any nature. (Federal Constitution, 1988, art. 5.). Thus leaving of the medical model of the deficiency for the pedagogical model, considering ' ' the underlying psychological factors to the behavior of the pupil, its level of psicomotora maturity, its period of training of development cognitivo' '. (BLACKSMITH, 2003:101). The inclusion is supported in principles pedagogical, with interacionais objectives. Its concern is with the acquisition of the knowledge and social interactions.
It is a process that it needs to be I coat continues and constantly. (BLACKSMITH, 2003). Inclusion x integration In middle of the decade of 1990, the education model that if it searched for the people with deficiency was of the integration in detriment of the segregation. Currently what one searchs is the inclusion in opposition to the integration, therefore what is wanted is a school for all and with equal chances.
Tags: education Research
Let's define what a course. Thus, the course on the psychology of running at 2, 3 and 4 courses. For students nepsihologicheskih specialties it may be a separate course work designed to deepen psychological competence in a particular area of professional education. Psychology students course work in psychology performed on several courses, and must provide the formation research skills and competencies in the field of practical psychology in solving a specific psychological problem. When the course in psychology at each successive course the student has the right to choose new theme and a new supervisor.
However, advisable to continue the study of the previously selected topics to ensure the continuity of teaching and scientific research in all the years of training. At performance of course on the psychology of the students need to be addressed relevant issues. Course work may be aimed at finding common psychological patterns for various applications, or to be practically oriented. The objectives of the course work in psychology is the development of abstract forms of scientific activity. The students must learn not only how the selection, grouping, and summarizing information, but above all learn how to find unsolved problems of the subject, issues and approaches to specific problems, to determine the reliability of the information contained in the studied literature, its conclusiveness. Task course in psychology may be the development of student skills performance of empirical research. This should be solved by the specific task of scientific psychology related to the studied problem, and submitted in writing to the study objectives, hypothesis and method used in the work, a description of the work and its results.
The subject-subject relationship is the heart of education is the foundation on which stands the whole educational task is a human encounter that requires a transdisciplinary framework that integrates the different fields of knowledge beyond the limits of science. Holistic education is a teaching of universal love is a process to form beings full human, nurturing the best of human spirit, transcending beyond the instrumental sound training that led to the moral collapse of modern society. Universal love is the holistic intelligence, consciousness to give direction and meaning to our actions that promote peace and harmony, supported in our understanding of life. The purpose and basis for genuine education is universal love, whose meaning is an orientation to fraternity and welfare of mankind, based on the understanding and certainty. "The certainty is the inner light of the Self, the intelligence, the supreme insight of Being, both come together in the way of universal love, the way of the perennial philosophy." Ramon Gallegos intelligence and certainty are the inner light of compassion, it is the quality that allows educators treat students as human beings, genuinely interested in them, listen, talk, respect their individuality, to explore together the questions fundamental life without imposing conclusions allowing them to realize their inner journey. Holistic education is a process of continuous inquiry and learning about ourselves and our relationship with the Kosmos that encourages holistic awakening of intelligence, the birth and development of the own certainty, to live consciously with joy. "Spiritual intelligence is a process of discernicimento and individual experience through which we identify with the universal values and recognize that all life is sacred, that all human beings are spiritual brothers, that love is the nature of the kosmos, and that truth is ultimately a spiritual truth.