Alinhamento cognitivo e ensino remoto

Terrae Didatica ◽

10.20396/td.v17i00.8667540 ◽

2021 ◽

Vol 17 ◽

pp. e021048

Author(s):

Gisele Francelino Miguel ◽

Celso Dal Ré Carneiro ◽

Pedro Wagner Gonçalves

Keyword(s):

Learning Outcomes

Disciplinas de Geologia Introdutória dos cursos de Geologia e Geografia da Universidade Estadual de Campinas buscam proporcionar uma visão integrada dos processos naturais e sociais e relacionar Sistema Terra (saberes geológicos) com Sistema Mundo (saberes geográficos). O modelo, dinâmico e integrativo, concilia aulas expositivas com intensa carga de atividades práticas e trabalhos de campo, mas a pandemia de Covid-19 impediu o acesso dos estudantes às salas de aula, laboratórios e campo. O artigo descreve uma abordagem prática, realizada com estudantes ingressantes desses cursos, das taxonomias de Bloom e Structure of Observed Learning Outcomes (SOLO). Os docentes concentraram- -se no desenvolvimento da cognição dos discentes, levando em conta as habilidades adquiridas, comportamentos e atitudes. Ao se definir com rigor os objetivos didáticos e as avaliações formativas, pode-se obter estudantes motivados e engajados capazes de utilizar processos cognitivos no mais alto nível possível, independentemente da formação final, Geologia ou Geografia.

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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