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O feedback escrito integrado numa metodologia de diferenciação pedagógica
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O presente Relatório de Investigação intitulado O feedback escrito integrado numa metodologia de Diferenciação Pedagógica, foi concretizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e teve como principal objetivo caracterizar os contributos do feedback escrito para a melhoria das aprendizagens dos/as alunos/as, garantindo a resposta à questão: de que forma o feedback escrito contribui para a melhoria das aprendizagens dos/as alunos/as? A metodologia utilizada no presente estudo caracteriza-se como sendo uma abordagem qualitativa. Contudo, foi também adotada uma abordagem quantitativa que, em conjunto com a análise qualitativa, contribuiu para dar resposta ao objetivo do estudo, tendo como suporte as notas de campo, a observação direta e participativa, a planificação e a reflexão sobre o trabalho desenvolvido. A intervenção pedagógica caracterizou-se pela implementação de dois pares de atividades focadas nas áreas de conteúdo de Estudo do Meio, Português, Matemática e Expressões Artísticas. Estas atividades foram realizadas em grupos de quatro elementos, organizados intencionalmente de modo a integrar alunos/as com dificuldades semelhantes. As intervenções no contexto incluíram momentos de conversa com cada grupo que permitiram uma análise rigorosa e detalhada das aprendizagens concretizadas. Os resultados obtidos indiciam que a atribuição dos feedbacks escritos, em conjunto com a lecionação de aulas destinadas a reforçar as lacunas de aprendizagem dos grupos, contribuíram para promover reflexões sobre temas como a proteção do meio ambiente e a adoção de hábitos de vida sustentáveis, para o desencadear de um processo de desenvolvimento de competências escritas e para a consolidação de competências de interpretação de problemas, estimativa de áreas e identificação de ângulos.
This research report, entitled Written feedback integrated into a Differentiated Instruction approach, was developed within the framework of the Master’s Degree in Pre-School and Primary Education. Its main objective was to characterize the contributions of written feedback in the enhancement of student learning, aiming to answer the following research question: how does written feedback contribute to the improvement of student learning? The methodology adopted in this study is predominantly qualitative, although a complementary quantitative component was also employed to enhance the depth of the analysis and support the study’s aims. Data collection drew on field notes, direct and participatory observation, planning documents, and reflective analyses of the activities carried out. The pedagogical intervention was structured around two sets of activities targeting the following subject areas: Environmental Studies, Portuguese, Mathematics, and Artistic Expressions. These activities were implemented in groups of four students, intentionally formed to include learners with similar difficulties. The intervention process involved focused discussions with each group, enabling a rigorous and detailed analysis of the learning outcomes achieved. The results obtained appear to indicate that the provision of written feedback, combined with lessons specifically designed to address the learning gaps identified within each group, contributed to fostering reflection on issues such as environmental protection and the adoption os sustainable lifestyle pratices. Moreover, this approach seems to have contributed to the development of written competences and the consolidation of skills related to problem interpretation, area estimation and angle identification.
This research report, entitled Written feedback integrated into a Differentiated Instruction approach, was developed within the framework of the Master’s Degree in Pre-School and Primary Education. Its main objective was to characterize the contributions of written feedback in the enhancement of student learning, aiming to answer the following research question: how does written feedback contribute to the improvement of student learning? The methodology adopted in this study is predominantly qualitative, although a complementary quantitative component was also employed to enhance the depth of the analysis and support the study’s aims. Data collection drew on field notes, direct and participatory observation, planning documents, and reflective analyses of the activities carried out. The pedagogical intervention was structured around two sets of activities targeting the following subject areas: Environmental Studies, Portuguese, Mathematics, and Artistic Expressions. These activities were implemented in groups of four students, intentionally formed to include learners with similar difficulties. The intervention process involved focused discussions with each group, enabling a rigorous and detailed analysis of the learning outcomes achieved. The results obtained appear to indicate that the provision of written feedback, combined with lessons specifically designed to address the learning gaps identified within each group, contributed to fostering reflection on issues such as environmental protection and the adoption os sustainable lifestyle pratices. Moreover, this approach seems to have contributed to the development of written competences and the consolidation of skills related to problem interpretation, area estimation and angle identification.
Descrição
Palavras-chave
Feedback Diferenciação Pedagógica Feedback formativo Autorregulação Differentiated Instruction Formative feedback Self-regulation