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Inscreva os seus filhos no melhor curso de curso de Português, para crianças felizes. 🐬
Prepare os seus filhos para falar Português e adorar passar férias ou planear estudar em Portugal, e (re)criar laços de vida com o país do seu coração. Português é uma língua de alcance global e uma mais-valia no currículo formal e não-formal de qualquer aluno.
Motivar alunos inteligentes e autónomos, ao mesmo tempo que trabalham de forma colaborativa e desenvolvem criatividade por meio da literacia digital não é fácil. Mas as metodologias ativas têm revelado excelentes resultados.
Análise das necessidades de aprendizagem
Falar de emoções, cuidar do ambiente, as várias cultura, etc.
Clique para descarregar gratuitamente 20 fichas de trabalho de Português Língua Estrangeira!
“Antes de fazer este curso os meus filhos não queriam ir para Portugal nas férias. Após o curso sentem-se mais motivados e até conseguiram comunicar de forma independente durante as férias.
Frieda
Eu gostei dos jogos e de aprender vocabulário. Eu falei com os meus avós em Portugal.”
Beatriz
“Eu consegui viajar com a minha família e os meus filhos puderam aprender um pouco melhor a cultura do país que visitámos – Portugal – e serve de base para outros países que visitaremos no futuro (Brasil e Cabo Verde, principalmente).
Ricardo
Português A1 tem 3 pilares que beneficiam as crianças participantes e os seus pais
O sucesso da aprendizagem vem da forma como estamos motivados para aprender: vamos partir à descoberta?
O planeamento pensado com base nas necessidades da turma, e do aluno em particular, contribui para o nosso sucesso.
O sucesso é avaliado de acordo com os resultados obtidos.
Aulas que facilitam autonomia e flexibilidade de conteúdos de aprendizagem.
Acompanhamento do aluno e dos pais com vista à obtenção dos resultados esperados: mais afetividade na aprendizagem linguística, maior compreensão intercultural, melhor produção linguística em Português.
Quando aprendemos na Giggling In The Bus criamos comunidade com base na partilha de experiências e nos objetivos que queremos atingir.
Conteúdo do curso
Letras – Sons – Cores – Nomes – Perguntas pessoais como nome, morada, idade – Animais – Família – Profissões – Tempo meteorológico, entre outros temas.
O melhor é descarregar as fichas no link abaixo!
Clique para descarregar gratuitamente 20 fichas de trabalho de Português Língua Estrangeira!
Venha conhecer a professora dos seus filhos
A sua professora
A Susana tem um currículo impressionante. E tem super-poderes que gosta de partilhar com as crianças: a empatia e a alegria, assim como o compromisso total com a educação perpassam as interações e as atividades propostas.
Ela orgulha-se dos resultados que tem conseguido e adora experiências educativas que tragam sentido à vida dos alunos e dos pais.
Esta professora está preparada para acelerar a compreensão e produção linguística dos seus filhos, em Português.
Invista nas competências linguística e intercultural dos seus filhos!
Curso
Materiais
Comunidade
Relatório de avaliação
Curso
Materiais
Comunidade
Relatório de avaliação
Curso
Materiais
Comunidade
Relatório de Análise das necessidades pessoais dos alunos
Relatório de avaliação
Pode usar os contactos para nos contactar ou clicar nos botões Inscreva-se e seguir as instruções.
Não há problema nenhum. Nós consideramos a nossa formação de qualidade. Envie-nos um email nos primeiros 14 dias, e use o seu direito a reembolso.
This course is “evergreen” which means you can enroll at any time.
PayPal, MBWay, Transferência bancária, Cartão de Crédito.
Pode contactar-nos principalmente através de email:
Email: info arroba gigglininthebus ponto com
Respondemos a todos os emails, mas pode demorar até 24horas.
Ou através dos canais sociais, como Instagram, por exemplo.
Perguntas frequentes
lingua-design.com is no longer in use. Here you can find a summary of the content and the formats used in the project.
Celebrando o Dia da Língua Portuguesa
No segundo 5 de maio enquanto Dia da Língua Portuguesa, uma celebração que revela e honra o caráter global, naturalmente intercultural e profundamente diverso da língua portuguesa, um conjunto de ações foram levadas a cabo no ano de 2021 para enaltecer o seu significado.
Os eventos principais do dia em 2021 tiveram lugar nas instituições e organizações que segui, em grande parte, em direto.
O Observatório da Língua Portuguesa publicou vários links de informação de eventos que visam a celebração deste dia.
Todas as editoras celebraram este dia, umas através das menções e historietas publicadas nas redes sociais, umas de forma mais suave, outras ações de significado um pouco mais profundo concorreram para que o marco fosse assinalado.
A Editora Lidel organizou um evento em que conjugou a apresentação de um livro recentemente publicado que inclui reflexões teórico-práticas sobre Português, Língua de Herança.
A Porto Editora participou com o Camões I.P. na celebração do Dia da Língua Portuguesa, juntando a apresentação de um livro com mini-conversas e apresentações sob a forma de uma conversa com vários atores no âmbito do Português, Língua de Herança.
Cartões de interação – Nível A1
Contacte-nos para receber gratuitamente o resto do material por email!
Content planning for EFL kids A1 (Part 1 / 3)
Teaching philosophy
Developing a Teaching Philosophy is a lifelong task. However, as every step is a brick in building the fantastic house of becoming a teacher, I attempt to summarize here my experience upon reflection.
Speaking of reflection, it is indeed necessary for both parties involved in the teaching process to adjust and readjust expectations, motivations and daily challenges and possible emotional and structural obstacles. The aim of this reflection is always to transform all obstacles into milestones.
Nurturing in education means understanding compassionately the student’s problems dealing foremost in our case with any foreign language and motivate them to structure their emotional and social life in order to succeed in a foreign language lesson. This reflection can very well be done by feedback, which completes the learning process. Students become aware of challenges and that all information they need is to be pro-actively researched, shared and tested with and by the teacher.
In order to support a pro-active student it is necessary to develop task-oriented and project- oriented lessons to the specific topics determined by the syllabus and by the student’s needs and motivations, where the teacher acts as the orienting compass of source research and data presentation.
As far as grammar teaching is concerned, I believe that the contextualization is the best means to activate human memory skills, along with well-inducted rules taken by the students. All this should be followed by structural exercises, both in presence class and in a virtual, perhaps flipped class, have proven to be up to my experience the best asset.
Speaking exercises should be transversal to all activities in lesson. However, all the topics should be developed by student ́s presentations and class debates, where individual assessment as well as peer assessment would be desirable.
A focus on intercultural communication is not only a topic per se, but conscious awareness of the foreign language context is fundamental in a lesson, as it works up the learner’s expectations of the foreign culture.
Also digital skills, key to the 21st century are highly appreciated in my lessons, because I believe in technology associated with traditional knowledge.
Sense of humor is important in creating a good working atmosphere. It both motivates and it shows social and cultural competence. It is not however for every teacher – it really depends on the teacher as a person.
My many years of experience teaching in many schools, with diferent public, diferent levels, diferent motivations and different nationalities in countries as Portugal, Austria and Germany has been showing me the possibilities to expand as an individual in a global set. I like to contribute to efective communicators, who will be experiencing the virtues of living in a global village.
Writing Skills in Portuguese
For those looking to develop their writing skills, today an exercise book about writing in Portuguese for the levels A1-B2 was published on Apple Books. With tips, connectors and discourse markers, great formatting techniques and writing ideas for teachers. Check it out here:
European Portuguese is our expertise. We teach Brazilian Portuguese as well, always in a perspective of transnationality and intercultural awareness.
If you’re looking into improving Portuguese, check out our courses or contact us for booking lessons.
Inteligências múltiplas na sala de aula (IM)
Inteligências múltiplas (Portuguese)
As inteligências múltiplas (IM) são um dado adquirido no trabalho da sala de aula do século XXI. De crianças a adultos, todos gostamos de ser motivados e cada um se sente motivado de forma diferente. As IM articulam-se bem com o desenvolvimento da motivação intrínseca, com a estruturação, quer esta seja linear ou não, da aprendizagem. As aulas de língua estrangeira são o palco ideal para colocar à prova a flexibilidade dos professores e a capacidade de discernir as fases de aprendizagem de um aluno, as quais não significam naturalmente o mesmo para os restantes alunos de uma turma.
Além da presença das inteligências múltiplas no plano de uma aula, há ainda a considerar a taxonomia de Bloom que ensina os professores a ensinar, pois reflete as fases da aprendizagem, partindo da memória e do saber factual, e criando estratégias de movimentar o saber procedural, de modo a que se crie novo saber baseado nos alicerces da memória.
A taxonomia é uma regra de passos que ajudam na construção do pensamento congruente num dado contexto, o qual se transformará eventualmente em saber factual. Os designados passos serão fomentados por tarefas que preenchem as capacidades dos aprendentes e fazem sentido.
O importante no trabalho com as IM é manter o foco sobre um único objetivo, coerente, consistente e transversal ao longo da hierarquia de desenvolvimento do pensamento.
Os professores devem fazer um teste de IM para averiguarem como preparar conteúdo educativo para tipos diferentes de aprendente ou turma. Um exemplo de teste pode ser encontrado aqui.
Esta é a inteligência que se ativa a partir de letras e palavras, destacando-se principalmente através de atividades como a leitura.
A lógica e a razão são particularmente relevantes no desenvolvimento desta inteligência. Os aprendentes são motivados por números, contagens e fórmulas.
Gráficos, mapas mentais, assim como ilustração e vídeos são importantes para o desenvolvimento desta capacidade. A capacidade de estruturação mental é também ativada a partir daqui.
O som e o ritmo podem servir para ativar a memória, e trabalhar aspetos como pronúncia em línguas estrangeiras, ou literatura, particularmente a poesia, através do ritmo.
O movimento corporal tem impacto sobre a a memória. Há métodos, tais como o total physical response (TPR) que se focam sobre a compreensão de input através de movimento. A dança, particularmente, ativa a inteligência motora com sentido.
A inteligência interpessoal é fundamental porque é fortemente baseada na emoção e na passagem do conhecimento e informação de uma forma humana. A sensação de bem-estar que a socialização promove faz da aprendizagem uma experiência e uma experiência é muito mais permanente.
A reflexão e a auto-avaliação ajudam a auto-monitorização do conhecimento.
Atividades fora de uma sala de aula e que colocam o aprendente em situações de vida real em que ele pode calcular e investigar em movimento.
Há 6 passos que o Bloom designou como importantes para o desenvolvimento do pensamento que eventualmente conduz à aprendizagem. Combinando os passos com as várias de inteligências permite-nos chegar a cada aprendente de acordo com o seu momento de desenvolvimento.
Que atividades se podem fazer no momento de aprendizagem recordar para as oito inteligências? Eis alguns exemplos abaixo.
Verbal-Linguística
Lógico-matemática
Visual-espacial
Musical
Cinestésico-corporal
Interpessoal
Intrapessoal
Naturalista
Definir, identificar, descrever, etiquetar / rotular, listar, nomear, fazer corresponder, afirmar, reconhecer, selecionar, examinar, localizar, memorizar, citar, relembrar, reproduzir, contar, copiar, descobrir, duplicar, enumerar, ouvir, observar, omitir, ler, recitar, gravar, repetir, recortar, visualizar.
Que atividades se podem fazer no momento de aprendizagem compreender para as oito inteligências?
Verbal-Linguística
Lógico-matemática
Visual-espacial
Musical
Cinestésico-corporal
Interpessoal
Intrapessoal
Naturalista
Explicar, descrever, interpretar, parafrasear, sumariar, classificar, comparar, diferenciar, discutir, distinguir, prever, associar, contrastar, converter, demonstrar, estimar, expressar, identificar, indicar, inferir, relacionar, reafirmar, selecionar, traduzir, pedir, citar, descobrir, generalizar, dar exemplos, agrupar, ilustrar, julgar, observar, ordenar, reportar, representar, pesquisar, rever, mostrar, seguir (trace), transformar
Que atividades se podem fazer no momento de aprendizagem aplicar para as oito inteligências?
Verbal-Linguística
Lógico-matemática
Visual-espacial
Musical
Cinestésico-corporal
Interpessoal
Intrapessoal
Naturalista
solucionar, aplicar, ilustrar, usar, modificar, calcular, mudar, escolher, demonstrar, descobrir, experimentar, relacionar, mostrar, desenhar, completar, construir, dramatizar, interpretar, manipular, pintar, preparar, produzir, reportar, ensinar, desempenhar um papel, administrar, articular, fazer um gráfico, colecionar, codificar, determinar, desenvolver, empregar, estabelecer, examinar, explicar, entrevistar, julgar, listar, operar, praticar, predizer, gravar, agendar, simular, transferir, escrever
Que atividades se podem fazer no momento de aprendizagem analisar para as oito inteligências?
Verbal-Linguística
Lógico-matemática
Visual-espacial
Musical
Cinestésico-corporal
Interpessoal
Intrapessoal
Naturalista
analisar, comparar, classificar, contrastar, distinguir, inferir, separar, explicar, selecionar, categorizar, conectar, diferenciar, discriminar, dividir, ordenar, sublinhar, priorizar, subdividir, fazer sondagens, publicitar, apreciar, estruturar, calcular, concluir, deduzir, planear, fazer diagramas, dissecar, estimar, avaliar, experimentar, focar, ilustrar, organizar, outline, engendrar, objetar, testar
Que atividades se podem fazer no momento de aprendizagem avaliar para as oito inteligências?
Verbal-Linguística
Lógico-matemática
Visual-espacial
Musical
Cinestésico-corporal
Interpessoal
Intrapessoal
Naturalista
reestruturar, criticar, avaliar, ordenar, julgar, apoiar, comparar, decidir, descriminar, recomendar, sumariar, avaliar (assess), escolher, convencer, defender, estimular, encontrar erros, dar uma nota, medir, predizer, nivelar (rank), pontuar, selecionar, testar, argumentar, concluir, considerar, criticar, debater, distinguir, editar, justificar, persuadir, avaliar (rate), pesar
Que atividades se podem fazer no momento de aprendizagem criar para as oito inteligências?
Verbal-Linguística
Lógico-matemática
Visual-espacial
Musical
Cinestésico-corporal
Interpessoal
Intrapessoal
Naturalista
desenhar, compor, criar, planear, combinar, formular, inventar, hipotecar, substituir, escrever, compilar, construir, desenvolver, generalizar, integrar, modificar, organizar, preparar, produzir, reorganizar, reescrever, dramatizar (role-play), adaptar, antecipar, arranjar, juntar, escolher, colaborar, colecionar, planear, expressar, facilitar, imaginar, inferir, intervir, justificar, fazer, gerir, negociar, originar, propor, reorganizar, reportar, rever, esquematizar, simular, resolver, especular, estruturar, testar, validar
Inspirado em Multiple Intelligences in the classroom
Fonética
Sons x – ss, ks, z, x
Check YouTube
Gramáticas
Trava-línguas e fonética
Livros para aprender Português, Língua Não-Materna
Dicionários
Dicionários Português Europeu
Dicionários Português, variante do Brasil
Use at least 5 channels to develop the listening competence in German. The listening competence in German is one of the key skills that you have to master to become proficient in the language. Mastering it will help you to write better and to speak better. Reading is easier too, as you make the sounds of the German language find the way into your text. Below follow some examples of nice resources to help you learn German and develop the listening (Hören) competence.
Weekly interesting information and discussion program: Anne Will
Eine minute Nachrichten: Heute XPress
Other interesting shows are Tatort. The weekly crime scene investigation has a team in the major cities of Germany and it promises great entertaining, the German way. A must watch at ARD on Sunday evening, 8.15 pm, German time. My favorite is Tatort Münster with Kommissar Thiel and Prof. Dr. Börne. Here you can see when the team shows up next on TV.
Old dradio.de is now redirected to https://www.deutschlandradio.de.
Old D Radio Wissen is now Deutschlandfunk Nova: https://www.deutschlandfunknova.de
Deutschlandradio Kultur is now Deutschlandfunk Kultur: https://www.deutschlandfunkkultur.de
Deutschland Funk is still Deutschland Funk: https://www.deutschlandfunk.de
German Pod 101: https://podcasts.apple.com/pt/podcast/learn-german-germanpod101-com/id275948755
Coffee Break German: https://podcasts.apple.com/pt/podcast/coffee-break-german/id595399272
Learn German with me: https://podcasts.apple.com/pt/podcast/learn-german-with-me/id1435823829
If you would like to learn German properly with Lingua Design, book a lesson with me here.
I chose to discuss here the three major channels that you can use to develop the oral competence in Portuguese. There are many great materials to work out oral comprehension in Portuguese as a Foreign Language. I know best the offer proposed for the European Portuguese. Some include video, as in the authentic material spread through television channels on their web presence. Other than that, there are Youtube Channels, the podcasts on Soundcloud and also at Apple.
I have some preferences that I’m going to share with you here on my blog which help me a lot preparing my lessons of Portuguese as a Foreign Language at all levels.
European Portuguese
RTP presents a rich media library of programs from news, to culture or science, which allow any Portuguese teacher the possibility to vary the type of material used in their lessons according to the interests of the students.
For students interested in contemporary art, we have a good program on RTP Grandes Quadros Portugueses, (Great Portuguese Paintings) with documentaries about the painters and accessible from the following link: https://www.rtp.pt/play/p1102/e419514/grandes-quadros-portugueses
Both SIC and TVI are private information and entertaining channels. Therefore I’d dedicate the following materials to more advanced learners.
If you watch SIC Notícias, for instance, it can be a great source of learning by merely going through the last news (últimas notícias).
On TV you can actually watch a current soap opera, such as Na Corda Bamba – it is a good listening exercise as the dialogues are not too fast. For this soap you’ll also find the summary of its chapters in specific blogs , which may help you to contrast the watched and listened to to the reading.
You can find a good example of an episode summary, which may be used in class by teachers or by the most autonomous students here.
For a weekly informed summary about geo-politics, it may be interesting to watch live a opinião de Paulo Portas (Paulo Portas’ opinion) on TVI and then compare information with news on the matter published in the students’ country public opinion.
Brazilian Portuguese
For the Brazilian Portuguese I’d recommend reading Estadão de São Paulo and watching the several soap operas available on the Globo website.
Youtube and Vimeo channels present materials done by teachers to learners, and or to other teachers too. They are based on the sharing of knowledge. Several times I also tell the students to create their own videos or audio recordings to practice the language.
European Portuguese
On Youtube Practice Portuguese is a great channel: https://www.youtube.com/channel/UCRR8BOCXjSMU8O2TdzAFbww
Brazilian Portuguese
https://www.youtube.com/channel/UCs3vpdQWaAtmRv7hcNt1jIw
There is an interesting variety of podcasts on Portuguese, but it’s necessary to pay attention to the variant: European or Brazilian. I found only a channel with African Portuguese – , and also to the instruction language of the podcast.
The most interesting for me are those podcasts completely spoken in Portuguese, the target language that you want to teach. However, there are learners that may feel more comfortable learning through English for instance, particularly beginners. These podcasts spoken in another language explaining the Portuguese language are also interesting for autonomous learners, or as a homework (for beginners).
European Portuguese (in English)
https://podcasts.apple.com/us/podcast/practice-portuguese/ and the correspondent website: https://www.practiceportuguese.com
European Portuguese (in Portuguese)
Although it has an English title, the Say it in Portuguese is spoken in European Portuguese: https://podcasts.apple.com/us/podcast/say-it-in-portuguese/ and it has a very interesting blog too: https://blog.sayitinportuguese.pt/
Podcasts about traveling, travelers and about cosmopolitan people are very interesting. I usually choose some short (up to 20 minutes it is acceptable, but it’s advisable to make some cuts and focus on the important part to work in class in a meaningful way). https://podcasts.apple.com/us/podcast/portugueses-no-mundo/
Brazilian Portuguese
To learn Portuguese, here is another interesting podcast: https://www.todomundopod.com
To talk about general topics and to set the tone of a lesson, here is Café Brasil podcast: https://podcasts.apple.com/br/podcast/cafe-brasil-podcast/id191182582?mt=2
Borders of science are also super interesting topics for lessons, for tests and for exams: https://podcasts.apple.com/br/podcast/fronteiras-da-ciencia/id480542677?mt=2
Learn Portuguese with Lingua Design.
Publishing on Kindle or Apple Books
Publishing on Kindle or Apple Books is the best way to sell your digital book. Whether for children, or for adults, there are several types of publications that you can do directly from your computer and ideally sell online.
images
Let’s start with Apple Books. You need following:
outbound links
Check the book series project called Giggling in the Bus.
internal links
Speed grammar
Speed grammar is a workshop aimed at revising grammar only. Below you’ll find some kahoots with some of the grammar items, all related to verbs. Although verb tenses play an important role in teaching, prepositions are missing, word order is missing and a few other grammar items are of extreme importance to completely know grammar.
https://create.kahoot.it/share/present-simple/fbc02e9b-9930-4d52-a12c-087d7a12f899
https://create.kahoot.it/share/present-continuous/67b88221-b97f-4bdb-b9a4-21475ef68ff5
https://create.kahoot.it/share/simple-past/dd9efcc8-0edb-400f-8051-920f85fec907
https://create.kahoot.it/share/past-continuous/34213ccf-0bef-4268-8a6e-f89828d8dbc4
https://create.kahoot.it/share/past-simple-past-continuous/3b8fb5ab-abd1-4efe-9ccf-95b8e608bc86
https://create.kahoot.it/share/present-perfect/bd4c372b-1a2b-4ef8-b2bc-09e0484e0fe1
https://create.kahoot.it/share/present-perfect-past-simple/8ccdfcb5-4e8f-4632-8bc4-e84a370dda2a
https://create.kahoot.it/share/past-perfect-past-simple/ad07a875-71a2-49ca-89cf-b81ce2bf027c
https://create.kahoot.it/share/if-clauses-type-1/25076e33-1858-4852-a11c-d3c0c4033682
Powerpoint: who wants to be a millionaire?
https://create.kahoot.it/share/if-clauses-type-2/82a45bd3-bf43-4f29-8cf6-22efaf7c480c
+ Activities
https://sites.google.com/site/8644activityportfolio/category-1/partner-interview
https://sites.google.com/site/8644activityportfolio/category-3/partner-presentation-second- conditional
https://create.kahoot.it/share/365bf0ea-f883-4d0a-bb6d-043b47b32883
https://create.kahoot.it/share/relative-clauses/95a643b1-c587-40e3-a956-7bd6a8631753
https://create.kahoot.it/share/passive-voice/5825eb27-af2d-49bd-a596-acc9faabb9af
https://create.kahoot.it/share/passive-voice/2a2f233e-ab74-411b-82a9-689711f6a69d
https://create.kahoot.it/share/reported-speech/5e2e5b24-78be-4a42-aba0-d4ab2537dd90
Book your Speed Grammar workshop now!
Here’s a preview of what one can expect from Project Based Learning lessons at an international curriculum where lessons are iPad based and students do a lot of research for their exhibition.
https://youtu.be/GfPUNGNeaHIProject Based Learning – ECI – El Puerto de Santa Maria, Cádiz, España 2017-18
https://www.youtube.com/watch?v=0p50jEDWY3YProject Based Learning – ECI – El Puerto de Santa Maria, Cádiz, España 2017-18
The process of Project Based Learning
The process of a project based learning lesson is quite interesting. I’ll be posting my experience with that here soon. But basically it entails creating good foundations by doing a lot of research, devising multiple drafts, exercising critique and preparing for a public exhibition, followed by a reflection, either by writing an article or something scientific. Then each step of the process has its own magic, which I will share with you.
The major environment through which Project Based Learning can exist is by the exercise of the 21st century skills. These focus on three major areas: Learning Skills, Literacy Skills and Life skills.
We have worked mostly with Learning Skills, which are also called the 4 C’s: Communication, Collaboration, Critical Thinking and Creativity.
As for the Literacy skills, particularly when they are embedded in a digital learning environment, they deal with researching, sorting and organizing Information from several sorts of Media by means of using Technology at our disposal. In this respect, Internet is certainly a big help, which again requires strategy and teaching. Nowadays, however, students may immediately concentrate on the fast and easy track.As a result teachers should also spend time on teaching how-to to other sources of information.
Further, Life Skills are important to develop all through anyone’s life, but these are particularly important for teenagers. Therefore Leadership and Social skills, as well as Productivity, Flexibility and Initiative or Pro-activity are the top skills that naturally evolve from the work with Project Based Learning.
Fancy like having a course with such this teacher? Get in touch!
Ice-breakers
The benefits of ice-breakers are well-known. Disadvantages are that you probably don’t always have time for fun before starting. Grown-ups particularly like it to the point, short and full of practical information. While fully inconsiderate of ice-breakers, when grown-ups have a lot of fun, they collaborate more and most importantly for language lessons, they communicate more.
Here’s a few for adult lessons:
Surely kids are the ones challenging more and nicer and funnier ice-breakers every day.
Here’s a few for demanding kids too:
It’s hard to define contents when our core business is customization, therefore your plans, your needs and your goals come into play. However, we like quality and we like to follow the Common European Framework Reference for Languages.
I leave you with a few ideas on how we can develop your course:
A1
Buy your course here.
A2
B1
B2
Book your course now.
English
English for holidays | Porto
English
Dates: 6 a 9 agosto 2019 (das 18-20 horas)
Price: 99 EUR
Venue: Pensarilhos – Rua 15 de Novembro, 156 4100- 420, Porto
Syllabus and interesting content that you can choose:
Needs Analysis
Email writing
Communication skills
Presentation
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Portuguese for Foreigners – book your lessons now!
This is your go-to place if you want to learn Portuguese for Foreigners. So book your lessons with us now.
Lingua Design curates and creates personalized content for your course.
In order to accomplish your plan, first you go through a free needs analysis test where we evaluate your level according to the Common European Framework of Reference for Languages (CEFR).
Then we take your desired outcome as a goal and analyze the skills required to reach it. We check it against your current level in order to realistically understand how far we can stretch our strategies, activities and exercises.
Finally we teach you by using several up-to-date teaching methods focused upon the learner and we coach you (with real coaching methods) into reaching the set goals. We are sure to help you succeed.
| Language courses |
| Single lesson €20,00 EUR Pack of 10 hours €150,00 EUR Pack of 20 hours €299,00 EUR Pack of 5 days x 5hours €400,00 EUR |
For information on further courses, please check the courses page.
To book your Portuguese for Foreigners course, please follow the link to PayPal on the sidebar.
To schedule the date and time of your lessons, please do it here . We’ll get back to you as soon as possible.
For any other information, just get in touch through info ‘at’ lingua-design.com.
3 channels to develop the oral competence in Portuguese
21st century skills
Communication – collaboration – critical thinking – creativity – global citizenship – customization and personalization of contents
Flip the classroom, teacher!
At the end of the session participants will understand advantages of flipping the classroom and analyse ways of flipping the classroom.
A teacher-centered approach to class management is gone and obsolete. We understand that every student creates their own path to knowledge. Constructivism has brought us this knowledge and we are eager to facilitate that.
Let’s imagine a regular student centered approach within a specific setting.
As a teacher, you usually have to deal with time restrictions and different learning styles in a classroom.Too much idle time may result from this traditional classroom setting. They need to be engaged and active at all times.
School aims to develop autonomous students, but it is a fact that a traditional setting brings up dependent students.
Let’s look at ways of flipping the classroom.
You can implement following activity in an online setting, but also offline.
We asked teachers to brainstorm around:
1) what flipping the classroom means;
2) its advantages and disadvantages.
Firstly, teachers shared their ideas on the board on the following:
1) What is flipping the classroom? (e.g.Some ideas below:)
2) Advantages of this method:
Disadvantages of this method:
Moreover, we’ve asked teachers to discuss the video and check their answers on the board.
In pairs /groups teachers imagine a flipped classroom for specific scenarios:
In addition, teachers discuss their opinions by brainstorming around the topics of the video, and comparing the traditional classroom management style with this method.
Our learning style
Personalization – Experience – Learning by doing – Results
Lingua Design is a Language Learning playground. At least we aim to keep on in that direction. Learning that is designed to meet your needs is based on personalization of the experience of learning. In order to do that one requires a lot of human experience, and a lot of professional know-how.
We actually design the learning of a language based on any topic of your choice. Everyone likes to learn something new in a way that empathizes with their way of being, their time for learning with someone who neither gives up easily on them, nor leaves them dry and unsweating. And we like to facilitate that. Contact us.
Courses available at Lingua Design
Here are the courses available at Lingua Design, as well as dates, prices and venues. Scroll down to see them all, and click on the link to get more specific details about a course. The courses available are organized by hot dates, coming up soonand done so that you have a clear picture of what’s been happening here and it also includes a section of highlight courses done.
Date: Intensive courses. Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto Contact us for further details.
Dates: Intensive courses. Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Date: Intensive courses. Online and ongoing. Contact us for further details.
Price: 50 EUR + tax
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Date: Intensive courses. Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Date: Intensive courses. Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Dates: Intensive courses. Online and ongoing. Contact us for further details.
Price: valued at 1100 EUR , now only 100 EUR
Venue: Co-working space in Costa Cabral, Porto
Date: Intensive courses. Online and ongoing. Contact us for further details.
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto.
Price: 35 EUR + tax
Dates: Intensive courses. Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Date: Online and ongoing. Contact us for further details.
Price: 50 EUR + tax
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Date: Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Date: Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Dates: Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Date: Online and ongoing. Contact us for further details.
Price: valued at 400 EUR , now only 249 EUR (25 hours)
Venue: Pensarilhos, Rua 15 de Novembro, à Casa da Música, Porto
Dates: Online and ongoing. Contact us for further details.
Price: valued at 1100 EUR , now only 100 EUR
Venue: Co-working space in Costa Cabral, Porto
Teaching methods
Apply for a teaching job at Lingua Design
Apply for a teaching job at Lingua Design. We are always on the lookout for teachers of English, German, French, Spanish, Italian and Mandarin (or even Kantonese) depending on the queries that we receive from customers and we would like to hear from you.
Lingua Design is focused on delivering good quality lessons. Our cores are intercultural communication and personalized language learning.
If you are interested in a freelance teaching job, you can apply by contacting us directly per email at info ‘at’ lingua-design.com by telling us about your experience with teaching so far, explain your motivation to teach with us and anything else that you may find relevant about yourself.
We use Paypal or Stripe to pay you.
We’ll get in touch as soon as possible!
Um trailer sobre o que pode esperar do método em que participa do desenho do percurso das suas aulas!
ENTRE EM CONTACTO
May 14th, 2022, 6 PM
The Vintagé Theater
245 Arden Rd.
Gardenville, NH
May 16th, 2022, 6 PM
The Swell Theater
120 River Rd.
Rainfall, NH
May 18th, 2022, 7 PM
The Vintagé Theater
245 Arden Rd.
Gardenville, NH
May 20th, 2022, 6 PM
The Swell Theater
120 River Rd.
Rainfall, NH
Aula de grupo
25 unidades x 45 min
General admission and member discounts for two adults
Five free tickets per special exhibition
Six single-use guest passes per year
$ / year
Aula a solo
1 unidade x 45 min
General admission and member discounts for one adult
One free ticket per special exhibition
Two single-use guest passes per year
$ / year
Aula a dois
25 unidades x 45 min
General admission and member discounts for two adults
Four free tickets per special exhibition
Four single-use guest passes per year
$ / year
Experiência de Formação e Aprendizagem tecnológica com recurso a Human-Centred Design
1
Análise das necessidades
Help support our growing community by joining at the Pigeon level. Your support will help pay our writers, and you’ll get access to our exclusive newsletter.
2
Formação: desenvolvimento e implementação
Join at the Sparrow level and become a member of our flock! You’ll receive our newsletter, plus a bird pin that you can wear with pride when you’re out in nature.
3
Avaliação e ROI
Play a leading role for our community by joining at the Falcon level. This level earns you a seat on our board, where you can help plan future birdwatching expeditions.
“Ensinar poderá bem ser a atividade mais altruísta à face da terra!”
| “A Susana foi minha explicadora de inglês e nunca me vou esquecer do que ajudou. Excelente capacidade em lecionar, atenção e preocupada com os melhores resultados. Seguramente é uma excelente profissional na área actual.” Diana |
“Susana is a positive and energetic teacher, who can be very flexible to what you are wanting to learn. She’s smart and provides interesting materials to discuss which will help you learn about the culture too. I am an intermediate student so my experience was with having more informal lessons, using grammar as was needed when a specific question arose. Overall, Susana is very helpful and responsive to the needs of the student, and her bright and engaging presence makes learning very enjoyable. ” Jessica |
“Wenn sie echtes europäisches Portugiesisch lernen möchten, dann sind Sie bei Susana genau richtig! Abgesehen davon daß sie Muttersprachlerin ist, hat Sie auch beruflich mit Sprachen zu tun und hat eine Menge Unterrichtserfahrung. Sie spricht ausgezeichnet Deutsch und das macht das lernen erheblich einfacher – der Umweg über’s Englische entfällt und man kann Dinge direkter in Beziehung- oder auch übersetzen. Kleine Exkurse in die portugiesische Kultur sind immer mit dabei 🙂 Susana hat eine gute Unterrichtsstruktur und eine sehr freundliche und geduldige Art, sie hat den Unterricht sehr gut an meine Bedürfnisse angepasst – also kein „Schema F“! Unbedingte Empfehlung für jeden Deutschen – but not less recommended for any other student!” Christoph |
| “I can only highly recommend Susana! She is super positive and open and always very patient just as a really good tutor should be. She provides very good and practical material to study, and she is open for your own suggestions accordingly the stuff you maybe want to talk about. Susana is just a really easy going and super nice teacher! ” Laura |
| “Susana is a caring individual who likes to teach and make a difference among those that she is working with. She is knowledgeable and able to bring that knowledge and skills to others, in a way that is memorable and worthwhile. This, in my opinion, is the key baseline of an educator.” Shawn |
| “Susana Leite was my Portuguese lecturer at the University of Leipzig. She is enthusiastic, committed and communicative and one of the most dedicated teachers I’ve ever met. She takes her work very seriously and manages to create a highly interactive and friendly environment during her classes. She is an open-minded spirit, a true team leader and was a real support to me and my colleagues in Leipzig. Susana’s wealth of experience in teaching, her solid cultural background, excellent communication and foreign language skills are a real asset to anyone. I highly recommend her professionalism and reliability..” Ariana |
I’ve got a long teaching background in six countries and a versatile career, including experience working in the IT sector, and I’m looking forward to growing into an Instructional Designer, as I’ve got all the transferable skills necessary, and an open mind to learn with each and every project.
With a self-starter attitude, eager to learn and improve both personally and professionally, I have gathered technical skills both working in IT, as well as studying Digital Business at Porto Business School. I have excellent interpersonal and intercultural skills proved as a teacher and most recently as a Ph.D. student in Education at the University of Aveiro.
I like to keep technically updated and constantly develop my personal skills with the aim of serving individuals, projects, and organisations. Check out more about me here or here.
From Needs Analysis (TNAs), qualitative (open-question surveys; focus groups; case studies) or quantitative (multiple-choice quiz surveys), to Evaluation (through Analytics (Qualtrics)), there’s a lot that can be planned, designed, evaluated (tracked) and then iterated until one finds the best training solution for a specific class in a given time and context.
As instructional designers, we work more in the Design and Development phase, but it’s important to understand and take into account how the other phases of the process play out.
Analysis/Assessment, Design and Development, Implementation, Evaluation
Perhaps my favourite, the Gagné’s nine events help the outlining of the designing process. It’s similar to a lesson plan and it contains all the steps from creating the receptive mode in students / participants through to eliciting output.
Model of evaluation with 4 level. There’s no evaluation if there’s no planning.
The 4 levels of the model are:
Reaction.
Learning.
Behavior.
Results
May 20th, 2022, 6 PM
The Swell Theater
120 River Rd.
Rainfall, NH
I work with this framework in my everyday tasks in IT. What more exciting is there than to learn from experiencing real world challenges? You get to learn from a somehow Montessorian perspective and, this means hands-on, intermediated by technology.
This is the most common expression of Learning in companies. The idea is to bring the trainee up to the scenario (the 4 dimensions and 6 levels of the Bloom’s taxonomy helps) especially in the start
The most famous, it’s the methodology that all want to use, namely on mobile learning, for the ease of use
jhjh
I know the best tools in the market, but I don’t have a subscription to those, such as Adobe or Articulate, but I build with Keynote and Powerpoint, HTML, CSS, a bit of JavaScript (thought not really), and I follow all the app and web-based technology both to create wireframes and prototypes, as well as to create content in several Learning and Content Management Systems, such as Drupal, Atlassian, Confluence, Jira, etc.
Templates that I use to support my Instructional Designing process can be downloaded here:
It could be called a lesson plan. It is a plan. The plan of the training program. Following the scenario-based learning, every training unit should contain a challenge in the form of a story. Storyboarding also allows for the organization of the training in a visual way, and by dividing it into defined parts, the designer can.
The map allows the visualization of the concept of the training program. The actions that the trainee should perform well will be listed. An example of how to think from the action plan perspective is to focus on the outcome by starting the focus sentence so: “At the end of this training, the trainee will be able to” and then add the desired behavior change that the training aims to transform, as well as the activities that will be practiced and finally the information on those activities.
I’m an expert in Bloom’s taxonomy, especially when it comes to consider the relation of HOTS and LOTS with Howard Gardner multiple intelligences theory (MI) – although this one is not one of my favorites lately, I understand it, and can apply it, if necessary. Mostly, MI can be useful when discussing personalized learning experiences. By following Bloom’s Taxonomy we can transform a given objective into several chunks of content. We then develop matching outcomes for our training and these will be gradually evolving in complexity along the training program. These objectives will be then analyzed in the evaluation phase (see also Kirckpatrick).
Lingua Design is a project that aims to solve a real-life problem: how to combine a life passion (education) with a salary (one that allows living and breathing) without having to control 30+ teen personalities confined in a classroom, ready to explode. It’s quite a corner, I know! This is a big contribution to my change in career focus from teaching to instructional design!
LMS-based content right here on this Lingua Design project, I believe in ecosystems of Personal Learning Environments.
Website (including server side management) with Blog and Podcast integration, as well as e-commerce.)
Art and authorial art portfolio, research methods an education are the inspiration for this website(including server side management)
My YouTube channel – is part of the Lingua Design ecosystem
A project done just for the fun of sharing and experimenting with tools
Tradwiki – dimensões de interculturalidade proporcionadas pelos novos media -Master Thesis (Supervised by Prof. José da Silva Ribeiro, Universidade Aberta, Porto, Portugal)
A major achievement as a lecturer where I could create a great interface for communicating messages of literary texts between German and Portuguese. The creation of a wiki platform allowed each and every one of the students to have their own words when translating literary texts. I created the name Tradwiki within this educational thesis on the web, which is also a milestone (and I can now read innovative 🙂 ) – as I saw it later used then by another translation project website. As I left the University of Leipzig as a lecturer in 2009, the university servers have cleared this project from their database and I haven’t unfortunately made a copy. You can read the thesis here (although it’s already old to serve as an example of relevance in technology).
GET IN TOUCH
I’ve got a long teaching background in six countries and a versatile career, including experience working in the IT sector, and I’m looking forward to growing into an Instructional Designer, as I’ve got all the transferable skills necessary, and an open mind to learn with each and every project.
With a self-starter attitude, eager to learn and improve both personally and professionally, I have gathered technical skills both working in IT, as well as studying Digital Business at Porto Business School. I have excellent interpersonal and intercultural skills proved as a teacher and most recently as a Ph.D. student in Education at the University of Aveiro.
I like to keep technically updated and constantly develop my personal skills with the aim of serving individuals, projects, and organisations. Check out more about me here or here.
From Needs Analysis (TNAs), qualitative (open-question surveys; focus groups; case studies) or quantitative (multiple-choice quiz surveys), to Evaluation (through Analytics (Qualtrics)), there’s a lot that can be planned, designed, evaluated (tracked) and then iterated until one finds the best training solution for a specific class in a given time and context.
As instructional designers, we work more in the Design and Development phase, but it’s important to understand and take into account how the other phases of the process play out. Here*s a video that explains the process: https://www.youtube.com/watch?v=B50NaYvVK-U
Analysis/Assessment, Design and Development, Implementation, Evaluation
Perhaps my favourite, the Gagné’s nine events help the outlining of the design process. It’s similar to a lesson plan and it contains all the steps from creating the receptive mode in students / participants through to eliciting output.
Model of evaluation with 4 levels. There’s no evaluation if there’s no planning.
The 4 levels of the model aim to evaluate in the trainees:
This cognitive model was developed in 1956 by Benjamin Bloom, with updates by Anderson and Krathwohl, and 6 levels of development. Usually the best matrix for the setting of objectives.
Action mapping can be used to design learning solutions around simulations and scenarios. “Everything on the map has to justify its existence by linking directly to the business goal.” (Moore)
Action mapping answers a few questions:
It’s a student- /trainee-centred approach and the process contains 3 steps. It starts with the end, the objectives, and works backward through the methods, the interaction, etc. – therefore It’s called backward design.
The assessment should contain a rubric, where the criteria of the output are listed for the accuracy and functionality of the presentation.
The 3 steps are following:
I work with this framework in my everyday tasks in IT. What more exciting is there than to learn from experiencing real world challenges? You get to learn from a somehow Montessorian perspective and, this means hands-on, intermediated by technology.
This is the most common expression of Learning in companies. The idea is to bring the trainee to the mindset of a scenario (4 dimensions and 6 levels of the Bloom’s taxonomy helps) especially in the start
The most famous, it’s the methodology that all want to use, namely on mobile learning, for the ease of use
ghghg
jhjh
I know the best tools in the market, but I don’t have a subscription to those, such as Adobe or Articulate, but I build with Keynote and Powerpoint, Sigma, and a bit of coding, such as HTML, CSS, JavaScript (although this one not really), and I follow several app and web-based technology both to create wireframes and prototypes, as well as to create content in several Learning and Content Management Systems, such as Drupal, Atlassian, Confluence, Jira, etc.
Templates that I use to support my Instructional Designing process can be downloaded here:
It could be called a lesson plan. It is a plan. The plan of the training program. Following the scenario-based learning, every training unit should contain a challenge in the form of a story. Storyboarding also allows for the organization of the training in a visual way, and by dividing it into defined parts, the designer can.
The map allows the visualization of the concept of the training program. The actions that the trainee should perform well will be listed. An example of how to think from the action plan perspective is to focus on the outcome by starting the focus sentence so: “At the end of this training, the trainee will be able to” and then add the desired behavior change that the training aims to transform, as well as the activities that will be practiced and finally the information on those activities.
I’m an expert in Bloom’s taxonomy, especially when it comes to consider the relation of HOTS and LOTS with Howard Gardner multiple intelligences theory (MI) – MI is not one of my favorites lately, but it’s useful and empowering to I understand it, and can apply it, if necessary. Mostly, MI can be useful when discussing personalized learning experiences. By following Bloom’s Taxonomy we can transform a given objective into several chunks of content. We then develop matching outcomes for our training and these will be gradually evolving in complexity along the training program. These objectives will be then analyzed in the evaluation phase (see also Kirckpatrick).
Career change from teaching to instructional design!
A pillar website showcasing my portfolio, both professional (in coaching, teaching, research methods in education) and personal (art experiments, mostly painting) as the inspiration for this website (including server side management).
LMS-based content
Website (including server side management) with Blog and Podcast integration, as well as e-commerce.)
An experimental art portfolio
My YouTube channel – my video portfolio
To change the background click on the label bar and in the layer window select the style tab.
Choose a source from the background top tab then upload an image or pick a background color.
To add a layer, click the green plus button in the left sidebar and select the type of layer.
Select any layer and you can edit its content and style properties in the layer window.
Find your favourite corporate value
A transcultural look at lusophone music – A project done just for the fun of sharing and experimenting with tools in the I & D area
Intercultural competence
Hora da Historia 1 (designed, developed, co-authored and coordinated the textbooks)
Tradwiki – dimensões de interculturalidade proporcionadas pelos novos media – Master Thesis (Supervised by Prof. José da Silva Ribeiro, Universidade Aberta, Porto, Portugal)
A major achievement as a lecturer where I could create a great interface for communication around literary texts between German and Portuguese. The creation of a wiki platform allowed each and every one of the students to have their own words when translating literary texts. I created the name Tradwiki within this educational thesis on the web, which is also a milestone (and I can now read innovative 🙂 ) – as I saw it later used then by another translation project website. As I left the University of Leipzig as a lecturer in 2009, the university servers have cleared this project from their database and I haven’t unfortunately made a copy. You can read the thesis here (although it’s already old to serve as an example of relevance in technology).
Personalised learning environments – a review
Intercultural competence in PLE textbooks – a Systematic Literature Review
Interculltural competence – grounded theory
GET IN TOUCH
Client: Flo
Maths teacher
Coach: Susana Leite
Session 1
Duration: 55 min
Flo is from Angola. She wants to perform better at her work as a maths teacher and she asked me to focus our session on the setting up of an objective for better work performance as well as to develop an implementation plan to pursue it.
I followed Cristina Magalhães NLPC-INCTA‘s coaching techniques from a Coaching workshop taken in Porto, Summer of 2018, namely the SOSOPA, and also, because Flo had a clear objective in her mind, I used the SMART – PPEE to clarify the objective and set a plan to purse it.
We started our session by getting in tune (sintonia inicial). I started by asking how she felt about our meeting and Flo felt enthusiastic about it. I started by asking what the objective for our meeting was and she expressed the vivid desire filled with an emotion of missing out on helping others. She wants to go deeper in motivating her students by helping them actively, so that they don’t stop going to school. She explained that her students are adult students. We immediately built rapport as I’m also a teacher with a nearly 20-year-career in education, despite now working in tech. I could also have said that I too mirrored her fear of missing out (FOMO) for working outside of my community, but I stopped myself as we’d go. Flo’s time was now, and I’d set myself up for being there for her. Surely the fact that I know what she might be feeling helped me create powerful questions. Before starting the questions, I thanked her for the explanation of her desire, I explained what the plan for the session would be, and asked for authorisation to take notes during the session. She agreed upon that. An interesting fact is that we did the session over WhatsApp.
Flo had already expressed her main goal in the previous phase, so now I repeated it back to her to gain agreement over what I understood. “So your goal for today is to better your performance at work, correct?” She agreed to it. I then said that it would be a too broad goal, and that we needed to specify it. She said: “I want to motivate my students.” (Eu quero ser melhor a motivar os meus alunos) . After that she rephrased it, “I want to have teaching experiences with motivated people.” (Eu quero ter experiências letivas com pessoas motivadas.)
We clarified that this goal is not only dependent on her. So we needed to extract the actions that she could take on her part to have that motivating experience with her students and the time to achieve this. It might take too long, but the results should be visible by the end of the semester. – she said.
Then, I clarified the objective back to her with the time frame. “If I understood you correctly, your objective for this session is set up a plan in order to have more motivating experiences with your students that should be visible by the end of the semester. Is that correct?” (Se eu compreendi bem, o seu objectivo para esta sessão é então definir um plano de ação para ter experiências mais motivadoras com os seus alunos até ao fim do semestre, correto?)
We gained agreement.
Then I clarified why she wants to reach this objective. Flo wants to live her life mission, and she feels it is to guide people, namely her students in her community. She wants to be more of service.
I also clarified what she expects to reach by ways of the objective. She then told me that she expects to have more motivating teaching experiences. She reckons that maths is hard, and that students don’t know why they’re studying it. So she wants to show them, and play a role in their motivation.
I clarified what motivates her personally to keep pursuing it. She said: “No-one has ever thought I would be anything in life, but I did, and I want to share that I did it and play as a role model for my students, and therefore pass the message to others that they can do it too.” (Ninguém dava nada por mim, e eu consegui. Se eu posso, eles também podem.)
I clarified that we would now finally put this objective into the bigger picture to guaranty the ecology of our work and asked what impact reaching this objective would grant in her life. Flo said that it would make her feel more successful, of service and connected to her life purpose.
We drew a grid of losses and gains to visualize the impact.
Losses
If I manage to stick to the plan, I sacrifice some extra time to prepare the meetings with her colleagues
If I don’t do it, I lose happiness.
If I don’t do it, I don’t use my skills of empathy and happiness to guide students.
Gains
A major sense of collectivity and community.
Feeling more connected to her students by knowing more of what they need.
Feeling more of service.
Opportunity to better her self-esteem.
Reach the students, and by supporting them, motivate them.
I remember who I am: by (re)living my motto (no-one has ever thought I would be anything in life, but I did, and I want to share that I did to work as a role model, and therefore pass the message to others that they can do it too), I pursue my life mission.
We went on to depict her current situation in relation to the objective of bettering her work performance through being of service, in others word to feel replenished.
I asked her: What do you already have? Flo stated that she already has a clear mission. She also already feel empathy with her students, mainly with those that don’t reach good or sufficient results, those that struggle. She also already possesses happiness (alegria) and strength. And finally she believes in herself and in that everyone can succeed.
“That’s pretty positive” – I thought, and how powerful!
“What other resources do you need? Flo said she can’t move the whole community alone. She needs her colleagues at school to help her, and mainly coachable students. Other people, with other resources, support (financial support as well), especially to co-drive the project if she fails, or might miss something, a partnership with her colleagues. She said she also needs more patience. And she needs to get to know the students better and feel a major connection to them.
I asked her :
What could you do to reach the objective? What solutions do you envision? What are options do you have?
Level of participation: Flo was highly engaged, described well her situation, her wishes and her mission.
It was on the whole an inspiring conversation and a wonderful intercultural exchange on the settings of teaching in Angola. We share the Portuguese language, and therefore all the emotions that Flo felt and expressed acquired a sense of home, of empathy, and even “saudade”. I learned a lot about the teaching practice in Angola. The students are mostly adults, but they come very far in order to attend the lessons. They have to study and work, and most have families that are dependent on them. They must keep the faith and they can’t give up studying. Most of them live far, they travel quite a long time. Also, she talked about a special community agent, the soba, which is usually is
What steps are you going to take in order to pursue the objective of perform better at work, feel a sense of self-esteem and be of service to the community? – I asked.
She stated, she would like to have periodic meetings with colleagues to discuss the student’s needs.
How are you going to manage that? – I asked.
She said: “I’m going to talk to my colleagues at first. If they accept the idea, they will agree on a schedule for the meetings, time and place. Then, they will brainstorm around how they can motivate the students, mostly through checking on their needs, and Flo will share her ideas (writing a book and creating an association to help them).
When will you start working on this plan? – I asked.
Next week.
When exactly? – I asked.
On Thursday, we’ll have a general meeting.
Alright! Now, on a scale of 0 to 10, how much are you confident that you’ll execute the plan? – I said.
8 to 10
What will stop you from doing this?
Nothing. I may forget it.
Set up a reminder on your calendar. And don’t forget to report it back to me once you’ve accomplished the talk to your colleagues.
You can write me an email or send me a WhatsApp. – I stated.
How did you feel during the session? What will you take from here? Did you find out something special about you? Did you learn something?
This session was above my expectations. I loved it and I feel motivated to pursue this first step. – Flo said.
The projects presented below are designed and developed by me: videos, drawings, GIFs, paintings (to the exception of the book design of Hora da História 1 and 2, as well as the short story illustration, everything else is the production of my creative hand, mind and heart.
Apart from Business Development, where I used digital tools, such as Hubspot to optimize CRM, I was active in International Trade Pre-Sales, Event Management (Hannover Messe 2019), and played a key role in Content Development (for Training, EE, and Social Media).
Example of content produced for Brestahl Engineering, Portugal (2019/2020)
Social Media management (LinkedIn, Facebook)
Employee Engagement (Kahoots)
Development and video content creation (including video-recording/ production) of the now seasoned YouTube channel
Area: Business Development – Communication in Innovation
Example:
Area: Growth and Development
Example of gamified Leadership skills training.
Intercultural Competence in PLE textbooks – Systematic Literature Review
Meta-analysis
Scope review
Tradwiki
Socioconstructivism
Project coordinator and co-author of Hora da História 1 and 2 (textbook, exercise book an teacher’s book and teacher’s pack, with extra resources for students. Publishing with Lidel, Ed. Técnicas, Lisbon and Indie Publishing at Amazon Kindle and Apple Books.
Leite (Coord.), Andrade, Barreiros (2018). Hora da História 1, Manual do Aluno, Ed. Lidel
Leite (Coord.), Andrade, Barreiros (2018). Hora da História 1, Caderno de Eercícios, Ed. Lidel
Leite (Coord.), Andrade, Barreiros (2018). Hora da História 1, Livro do Professor, Ed. Lidel
Leite (Coord.), Andrade, Barreiros (2018). Hora da História 2, Manual do Aluno, Ed. Lidel
Leite (Coord.), Andrade, Barreiros (2018). Hora da História 2, Caderno de Eercícios, Ed. Lidel
Leite (Coord.), Andrade, Barreiros (2018). Hora da História 2, Livro do Professor, Ed. Lidel
Uma apresentação do Hora da História (A1 e A2)
Materiais PLE pela voz das autoras Webinar
Next Wednesday, June 17th 2020 from 12 pm to 1pm some authors by Lidel, Edições Técnicas will get together to present their work and discuss important topics around education in the 21st century. Hora da História 1 and Hora da História 2represent a method for teaching children on the level A1 and A2 of the Common European Framework of Reference for Languages. Susana Leite is going to present how to approach multiple intelligences in a Portuguese as a Foreign Language Classroom. Register to listen here: bit.ly/wb-ple
Leite, Susana. (2018). A aldeia do arroz, Indie publishing (Amazon and Apple Books)
Leite, Susana (2022) de rerum vitae, Indie Publishing (Amazon and Apple Books), versão 3
Leite, Susana (2011). sinestesias do vamos-indo. Contos.
Os ilegítimos (in process)
A mesa (in process)
Portfolio of paintings: a hobby developed during the stay-at-home time of the pandemic. A business opportunity arises from using p55.net, an art marketplace.
Despite being a secondary teacher, I have taught children aged 6 – 10 and this blog is a reflection of my experience at school, with tips for parents and resources for teachers. It contais a podcast hosted on Bluepress, a landing page for services in teaching Portuguese for children, as well as a downloadable workbook
For the older learners
For the older learners
A big fan of Self-Development
Breathing and meditation channel
Canal de respiração e meditação
Revisões sistemáticas da literatura têm como objetivo apresentar uma avaliação criteriosa de um tópico de investigação através de metodologia que permita a auditoria dessa revisão.
Seguindo Alarcão, a revisão sistemática da literatura passa pelo mapeamento, que significa listar os autores principais que nos anos recentes têm criado referências sobre o objeto de estudo, a garimpagem ou filtragem dos autores, e categorizá-los em relação aos objetivos do trabalho e à epistemologia pessoal de cada um de nós enquanto investigadores. E por último, a revisão sistemática da literatura passa pela autoria, que é a construção do pensamento a partir das escolhas e exclusões (justificadas também) dos autores que serão o quadro de referência.
Ideias-chave da revisão de literatura
Da Wikipedia
Baxter, Hughes and Tight (2001)
Anderson & Arsenault (2002)
Hart (1998)
1. Seleção – que textos vou ler?
2. Análise –
3. Como é que isto está a ser investigado? Aqui começa o aspeto crítico. A forma como isto está a ser investigado. Por exemplo, apenas um único método, hipóteses (vs. explorar). A forma como o conhecimento é construído leva a que o conhecimento seja um e não outro. Pode até levar a influenciar os resultados. Os resultados dependem do método utilizado e das questões científicas e têm de ser colocados em contexto. Tem a ver com as condições sócio-culturais e econômicas. O método e a forma ao serviço de determinadas agendas ideológicas é que produz resultados. A verdade dos resultados pode até ser verdade, mas não desmonta necessariamente o contexto para
Instrumentos de avaliação da qualidade dos textos. Instrumentos de avaliação dos artigos. Não é só a peer review. As regras de exclusão do artigo. Má qualidade da investigação é importante analisar.
O lobby das publicações é enorme.
Deve-se reter:
O corpo de conhecimentos que já está produzido por outras pessoas, ou saberes quem são, identificarmos os companheiros de viagem, ver os projetos no Orcid.
A revisão de literatura é um processo em fase. É preciso coligir ideias. Há que analisar, ler e tomar notas.
Avaliar criticamente é também interpretar com epistemologia
Sistematozar
Apresentar
A finalidade da revisão sistemática da literatura é definir o contributo que nos permite aprofundar a metodologia (caso, biografias, etc)
Documentado, pessoal
A pessoalidade vem das questões que se colocam, nos textos didáticos escolhidos, nas abordagens,
O que se traz para a discussão é que mostra como se lê o mundo. Aí vê.se os posicionamentos que se podem discutir.
Estado da arte
O grupo de Geneve para o Português
Intercompreensão romanófona
Pluricentrismo
Sustentabilidade
Intercompreensão das línguas românicas (compreensão ou interação)
Intercompreensão da interação
Sócio-interacionismo
Em síntese já se sabe isto, isto e isto, neste trabalho vamos procurar alcançar isto Qual é o contributo / que novos caminhos propõe a nossa tese?
Do ponto de vista metodológico, porque é que isto interessa?
A totalidade dos objetivos é os
Identificar os gaps
Videos plurilingues
A maioria dos estudos são case studies, mas não há sondagens que nos permitam a contextualização macro dos estudos de caso.
A ferramenta Start apresenta um conjunto de etapas
Objective: Este protocolo de RSL apresenta a estrutura metodológica para a execução da etapa de revisão da literatura sobre XXXXXX.
Main question: Os mapas conceptuais podem ser usados como instrumentos de avaliação de aprendizagem ?(Questão principal de investigação das bases de dados / mais fácil se proporcionar sim ou não )
Population: Produções científicas sobre o uso de (ex. mapas conceptuais)….
Intervention: Leitura e separação de utilização de mapas conceptuais
Critérios de inclusão e exclusão e duplicados
Control: Artigos que efetivamente usam … (ex. mapas conceptuais)
Outcomes (Results): Ex. Mapas conceptuais usados para avaliação
Context (Application): Avaliação da aprendizagem com mapas conceptuais (e.g)
Bases de dados (IEEE.org, Scopus, Web of Science,
rigor e replicabilidade
“Educating the mind without educating the heart is no education at all.” ― Aristotle
“If you think education is expensive, try ignorance.” Andy McIntyre
“Study without desire spoils the memory, and it retains nothing that it takes in.” ― Leonardo da Vinci