Transtornos de Aprendizagem: A abordagem multidisciplinar

2021 ◽  
Author(s):  
Marielza R. Ismael Martins ◽  
◽  
◽  
◽  
Keyword(s):  
Learning Process ◽  
Developmental Dyslexia ◽  
Multidisciplinary Team ◽  
Learning Disorders ◽  
Support Networks ◽  
Education Professionals ◽  
Intervention Selection ◽  
Motor Difficulties ◽  
Teaching Learning ◽  
Effective Procedures

The themes included in this book, involving active collaborators, confirm the need to fill the gap for health and education professionals. By presenting information from reliable sources and step-by-step activities to implement interventions with visual and phonological, dysgraphic, dyscalculic and ADHD dyslexics, it aims to provide effective procedures for screening, evaluation, intervention selection and monitoring. Issues examined such as visual dyslexia analyze developmental dyslexia as a condition that has been associated with motor difficulties, but little is known about what is shared or differentiated between its subtypes. The assessment of dyscalculia, which is often neglected, is clearly presented providing a tool for assessment and addressing family or support networks of students with Learning Disorders deepens our understanding Understanding the development of the school allows us to recognize specific situations that are often ignored. All activities have multisensory instruction, that is, students use more than one sense at a time, and multisensory instruction offers students more than one way to make connections and learn concepts The contributors to this book are active researchers in the teachinglearning process and the objective was to expand information on Learning Disorders with content chosen in a selective manner, giving relevance to the multidisciplinary team.

scholarly journals Problems of learning and intervention

2019 ◽  
Vol 3 (2) ◽  
pp. 28-37
Author(s):  
María Elizabeth Lucas Macías ◽  
María Elena Moya Martinez
Keyword(s):  
Learning Process ◽  
Attention Deficit ◽  
Educational Needs ◽  
School Failure ◽  
Learning Disorders ◽  
Learning Problems ◽  
Timely Manner ◽  
Pedagogical Intervention ◽  
Teaching Learning

This article refers to the different learning problems that the students present and that should have detected in time by the teachers so that they receive the pedagogical intervention in a timely manner. Among these difficulties are learning disorders, such as dyslexia, dyscalculia, dysgraphia, discography, dyslalia, and attention deficit and hyperactivity. The objective is to meet the educational needs of students with appropriate strategies and methodologies to avoid school failure; the methodology used was a bibliographic review to find out the causes and the treatment that the teacher must apply in the teaching-learning process of the student.

scholarly journals Nível de conhecimento acerca dos métodos de ensino dos esportes coletivos e sua frequência de utilização na atuação profissional

2021 ◽  
Vol 19 (2) ◽  
pp. 1-7
Author(s):  
Fabiano De Souza Fonseca ◽  
Daniel Victor Luciano Assunção Santos ◽  
Lucas Savassi Figueiredo ◽  
Breno Quintella Farah ◽  
Álvaro Freire de Moraes ◽  
...  
Keyword(s):  
Physical Education ◽  
Professional Practice ◽  
Learning Process ◽  
Teaching Methods ◽  
Team Sports ◽  
Education Professionals ◽  
Frequency Of Use ◽  
Level Of Knowledge ◽  
Teaching Learning ◽  
Practice Methods

INTRODUÇÃO: Os métodos de ensino dos esportes são meios de sistematizar o processo pedagógico para promover aprendizagem dos componentes técnico-táticos dos jogos esportivos coletivos. É possível que a aplicação apropriada dos métodos de ensino e a sua frequência de utilização estejam relacionados ao nível de conhecimento do profissional de Educação Física acerca dos mesmos, entretanto existe uma escassez de conhecimentos a respeito desta temática. OBJETIVO: Avaliar o nível de conhecimento acerca dos métodos de ensino dos esportes coletivos e sua frequência de utilização na atuação profissional. MÉTODOS: A amostra foi constituída por 311 profissionais de Educação Física que atuavam diretamente no processo de ensino-aprendizagem-treinamento de esportes coletivos, em escolas de esportes, academias, projetos esportivos sociais, centros esportivos, clubes e treinamento de equipes escolares. Os participantes responderam um questionário eletrônico constituído por questões relacionadas às características, objetivos e aplicações dos métodos de ensino. RESULTADOS: Em média, o nível de conhecimento dos métodos de ensino entre os profissionais foi de 58,0±29,2% de acerto nas perguntas respondidas. Dentre as variáveis analisadas, somente o grau de formação acadêmica foi associado ao nível de conhecimento. Níveis de conhecimento superiores foram encontrados acerca dos métodos analítico e situacional, mas os profissionais parecem utilizar com maior frequência os métodos situacional e global. CONCLUSÃO: Os resultados do presente estudo sugerem a importância da formação continuada para suprir deficiências da formação inicial dos profissionais e mudança de paradigma no processo de ensino-aprendizagem dos esportes coletivos. TITLE: Level of knowledge about the teaching methods of team sports and their frequency of use in professional practice ABSTRACT BACKGROUND: Sports teaching methods are a means of systematizing the pedagogical process to promote learning of the technical-tactical components of team sports. It is possible that the appropriate application of teaching methods and their frequency of use are related to the level of knowledge of the Physical Education professional about them, however there is a lack of knowledge about this topic. OBJECTIVE: To evaluate the level of knowledge about the teaching methods of team sports and their frequency of use in professional practice. METHODS: The sample consisted of 311 Physical Education professionals involved in teaching-learning-training process of team sports, in sports schools, academies, social sports projects, sports centers, clubs and high-school teams. The participants answered an electronic questionnaire consisting of questions related to the characteristics, objectives and applications of teaching methods. RESULTS: On average, the level of knowledge of teaching methods among professionals was 58.0±29.2% of correct answers. Among the analyzed variables, only the educational level was associated with the level of knowledge. Higher levels of knowledge have been found with regards to the analytical and situational methods, but the professionals seem to use situational and global methods more frequently in the teaching-learning process. CONCLUSION: Our results suggest the importance of continuing education to overcome deficiencies in initial training and paradigm shift in the teaching-learning process of team sports.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

MENGANALISA SIKAP SEBAGAI UPAYA UNTUK MENGIDENTIFIKASI KEBERHASILAN MAHASISWA IPDN

2019 ◽  
Vol 4 (2) ◽  
pp. 25-37
Author(s):  
Aam Alamsyah
Keyword(s):  
Learning Process ◽  
Potential Success ◽  
Increasing Demand ◽  
Teaching Learning ◽  
Objective Description

This article highlights attitudinal analysis which can be used to predict the students’ accomplishment in their study. Analyzing the learners’ attitudes can possibly improve the validity of evaluation which is generally conducted by both lecturers and administrators either during the recruitment or in the teaching/learning process. Besides, this attempt can also be used to predict the students’ potential accomplishment when learning in IPDN. Attitude, which is commonly defined as a behavioral tendency to act in certain patterns, is very important to be analyzed in order to allow the lecturers to have more objective description of the students’ behavior and their potential accomplishment. If this thoroughly applied, attitudinal analysis will not only allow the lecturers and other related staffs to evaluate the good quality candidates, but also allow them to assess the students’ potential success. In line with the continuously increasing demand of the society toward the officials who have more integrity, analyzing attitudes can help select those having good quality, more integrity, and being more prepared in serving the society.

Implementing Life Skill Education Strategies In Teaching Learning Process

2011 ◽  
Vol 1 (5) ◽  
pp. 57-59
Author(s):  
R. Kalaiselvi R. Kalaiselvi ◽  
◽  
Dr. A. Palanisamy Dr. A. Palanisamy ◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Learning Process ◽  
Life Skill ◽  
Teaching Learning

A Modern Approach In Teaching – Learning Process Of Arithmetic

2012 ◽  
Vol 1 (4) ◽  
pp. 35-36
Author(s):  
M.Kavitha M.Kavitha ◽  
◽  
Dr.AR.Saravanakumar Dr.AR.Saravanakumar
Keyword(s):  
Learning Process ◽  
Modern Approach ◽  
Teaching Learning

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

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