This conclusion project aims to present the knowledge acquired with the Deep Learning through Transformative Pedagogy course.
The constructivist methodology understands that the main function of the classroom is to stimulate student learning and encourage their active participation -- either through interventions or exposition of their respective opinions on a given topic. Constructivism is a relatively recent
teaching methodology has as its main objective to encourage the development of critical thinking, logical thinking and individual autonomy.
The learning process is profound because the structure of artificial neural networks consists of several layers: input, output and concealment. Each layer contains units that transform the input data into information that the next layer can use to perform a given predictive task.
Learning is linked to creating meaningful long-term memories. More than memorizing certain content, neuroscience states that learning occurs when the brain is able to access the knowledge acquired to solve everyday problems. For the area of education, neuroscience allows educators to understand how the brain is impacted by the environment and, thus, can adopt the most appropriate stimuli to drive learning processes in the classroom.
In relation to all this knowledge, there comes a time when the teacher also needs to give some feedback on research and homework -- The teacher must make it clear what motivates the meeting. It is essential to expose all the points and be as complete as possible so that the student understands what needs to be improved.
Feedback is like a two-way street: the teacher offers feedback, but must also open up opportunities to receive suggestions for improvement. The student must feel comfortable to suggest and present their reasons. Both must work together to improve learning.
For conversation to be effective, teachers must have empathy. After all, this will help to understand the students' point of view and understand the possible reasons that led them to make the mistakes. It is also crucial to understand the difficulties that the student may have with the learning theory, but its historical origins can be traced as far back as Socrates.
The constructivist teaching methodology. This serves as feedback to the teacher so that he can improve his work as well.
Empathy also helps to choose the words that will be used and the way of speaking. The goal is not to make the student feel bad, but to make the student recognize their limitations and want to evolve. It is worth noting that the ideal is that the professional does not limit himself to mentioning only the mistakes, but balances with the successes.
One of the most important aspects to be considered in the classroom is realizing that each student has their own learning paths, and everyone learns in their own time, within their limitations. From the moment the look is turned towards this direction, the teacher identifies the student as a learner in the educational environment, allows him to recognize himself as a human being and helps him to understand that mistakes and successes are normal.
In this way, it is possible to build strategies that welcome everyone and the idea of teaching and learning only in one way is deconstructed, that is, if one way does not work out, it will be much more subtle to change that way a little, based on the details you know of your student.
Get close to them and seek to provide higher flights with your stimuli as an educator, as this makes it much easier to get right and build a welcoming, satisfying and motivating environment, from the moment they feel welcomed the way they are, without judgments.
Therefore, the course helps in deep pedagogy and how the teacher should also behave in the classroom, not just the students. Place and encourage the student as a protagonist in the classroom and not just a listener.
SOURCES:
UQx LEARNx Deep Learning through Transformative Pedagogy: https://courses.edx.org
