Training Sessions

On October 20th and 27th, 2021, at the invitation of Priscila Resinentti, who works at the municipal department of education of Rio de Janeiro, Instituto Canoa conducted a remote workshop on the topic “Strengths and Active Listening for Productive Feedback” with 23 teachers and administrators from the Escola de Formação Paulo Freire (Paulo Freire Teacher Education School). In these two sessions, César Simões and Mila Molina offered reflections on the differences between evidence and inference, as well as the importance of recognizing strengths and practicing active listening for productive feedback. The workshop, heavily inspired by the mentoring approach of the clinical curriculum of PED Brasil, featured valuable moments of exchange, video analysis, feedback practice, and group work.

On September 23rd and October 14th, 2021, Instituto Canoa held remote meetings with the Chemistry cohort of the Institutional Program for Teaching Initiation Scholarships (PIBID) at the Instituto Federal Catarinense (Federal Institute of Santa Catarina – IFC), at the invitation of Professor and PED Network member Anelise Grünfeld de Luca. Francielle Santos, Kaique Menezes, Luana Hallai, and Rachel Araújo engaged with the program’s students on the importance of teachers in the fight against racism and the creation of equitable, democratic, and excellent classrooms. The students were invited to investigate anti-racist practices in the schools they observe and to devise pedagogical strategies for combating racism in the teaching of natural sciences.

On August 14th, 2021, Instituto Canoa delivered a remote workshop on “Backwards Planning” for undergraduate students at the Universidade Federal do Sul da Bahia (Federal University of Southern Bahia – UFSB), participating in the Institutional Program for Teaching Initiation Scholarships (PIBID) and Pedagogical Residency. During the session, César Simões, Fernando Carnaúba, and Guilherme Desiderio discussed the concepts and stages of backwards planning and invited the students to analyze, in groups, an example of a lesson plan on the Pythagorean Theorem. In addition, the students shared their experiences in the schools they are associated with and engaged in an exercise to consider what they would like their students to understand about the topic being taught and how the students could demonstrate their learning based on the proposed objectives.

Throughout the second semester of 2020, Instituto Canoa, in partnership with Profissão Docente, developed a training course aimed at trainers from the State Education Secretariats that are part of the Continuous Training Working Group of CONSED. The course aimed to support the development of training programs based on a set of skills listed in the BNC-Continuing Education, with a focus on equity and heterogeneity in the classroom, through collaboration and the use of student-centered learning strategies.

With the participation of 50 trainers from the State Education Secretariats of 10 states, the course consisted of 8 synchronous meetings in which the teams from all participating secretariats actively participated. The training also included mentoring sessions, in which Instituto Canoa provided individual support to the teams for the creation of training plans, with the aim of future implementation in their respective locations.

Ensina Brasil is a leadership development program for education that annually provides intensive in-person training for new cohorts. In January 2020, Instituto Canoa supported this training phase with workshops on the implications of viewing the classroom as a social system and on aspects of classroom management and organization. Among the topics covered, we discussed planning physical arrangements aligned with planned objectives, factors involved in student motivation, intentional planning for group work, and equity in the classroom.

In 2017, 2018, and 2019, Instituto Canoa established a partnership with the Municipal Department of Education of São Roque/SP to conduct training sessions with teachers from its public school network, within their allocated hours of professional development. The training sessions focused on classroom management and group work planning. Teachers who participated in the sessions remarked:

“Through the exchange of experiences, I was able to share situations about students that I often couldn’t solve, such as issues with behavior and classroom order.”

“I learned that many aspects of classroom management solely depend on the teacher.”

“I learned that classroom management can be more productive by being clear and objective.”